The Relationship between Iranian EFL Instructors’ Understanding of Learning Styles and Their Students’ Success in Reading Comprehension

Abstract

Many variables reasonably influence teachers' education. One of these considering variables is being aware of the students' learning styles. Dörnyei (2005) maintains that individual differences correlate strongly with L2 achievements. Keefe (1979) believes that learning styles might be thought of as cognitive, affective, and physiological traits that are relatively stable indicators of how learners perceive, interact with, and respond to the learning environment. The present study investigated the relationship between Iranian EFL instructors' understanding of learning styles and their students' success in reading comprehension tests. To achieve this goal, the researchers randomly selected 240 Iranian EFL instructors at tertiary level with more than three years of experience in teaching reading comprehension courses. The Teacher's View over Students' Learning Preferences Inventory (TVSLPI) as well as a test of language proficiency (MELAB) was employed as the study's instruments. The findings revealed a significant relationship (p≤0.05) between the Iranian EFL instructors' recognition of learning styles and their students' success in reading comprehension test. Besides, the results of interviews showed that Iranian instructors have approximately similar attitudes toward teaching reading comprehension in Iranian contexts.

The Relationships among Sources of Teacher Pedagogical Beliefs, Teaching Experiences, and Student Outcomes

“…Effective teaching and learning happens in circumstances that teachers recognize these common beliefs and concentrate on them in their actual teaching. The findings of the current study are consistent with those of Bernat and Gvozdenko, (2005); Ellis, (2008); Hachfeld et al, (2011); Thomson et al, (2012); and Khademi et al, (2013) who found beliefs and attitudes that teachers bring with them to the teaching context are significant factors in the ultimate success of both teachers and learners. The instructors claimed that there are some teaching contexts that teachers must ignore their beliefs and concentrate more on students' beliefs, needs, and culture.…”

“…Researchers have found that teachers come to the language class with some preconceived beliefs about language and language teaching and that these beliefs can indicate what expectations teachers have and what actions and behaviors in their language teaching they will take (Borg, 2001(Borg, , 2003(Borg, , 2006Donaghue, 2003;Polat, 2010). Perceptions, beliefs, attitudes, and knowledge that teachers bring with them to the teaching context are significant contributory factors in the teaching process and ultimate success of both teachers and learners (Bernat and Gvozdenko, 2005;Ellis, 2008;Hachfeld et al, 2011;Thomson et al, 2012;Khademi et al, 2013). What teachers do in the classrooms is governed by what they believe and these beliefs often serve to act as a filter through which instructional judgments and decisions are made (Eichler, 2006;Mansour, 2009;Philips and Borg, 2009;Hu and Tian, 2012).…”

The Effects of Learning-Style Based Activities on Students’ Reading Comprehension Skills and Self-Efficacy Perceptions in English Foreign Language Classes

“…Based on this conclusion, it can be suggested that learning-style based activities are more effective on reading comprehension achievement than traditional reading comprehension activities designed without considering learning styles. This result is consistent with recent studies (Al-Hajaya & Al-Khresheh, 2012;Khademi, Motallebzadeh, & Ashraf, 2013;Sadeghi, Kasim, Tan, & Abdullah, 2012) which emphasize the positive effects of instruction compatible with students' learning style preferences on their reading comprehension achievement in second/foreign language classes. Al-Hajaya and Al-Khresheh (2012) indicate that instructional strategies that are compatible with students' learning styles have a valuable role in enabling students to take control of their own learning and to maximize the potential for learning, and therefore contribute to reading comprehension.…”

The Relationship between Learning Strategies and Learning Style Preferences toward Learners’ Reading Comprehension

“…al., (Leaver, Betty Lou, Madeline Ehrman, 2005) stated that learning styles and strategies embed each other because there is a possibility that a learners' learning strategies used caused by their specific learning style preferences. Furthermore, Ghada and Rima as cited by Khademi et. al.…”

“…and Alharbi showed a different result in the way learning style relate to reading comprehension. Khademi, et. Al (Khademi et al, 2013) research showed that there was a significant relationship between learning style and reading comprehension.…”