The Relationship between Iranian English Language Learners’ Learning Styles and Strategies

Baghban, Zahra Zohoorian Vahid

doi:10.4304/jltr.3.4.771-777

Cited by 6 publications

(5 citation statements)

References 23 publications

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“…The result of this study with regard to the significant positive relationship between learning styles and language learning strategies is compatible with those of previous studies (Al-Hebaishi, 2012;Baghban, 2012;Ehrman & Oxford, 1988;Ehrman & Oxford, 1990;Jie & Xiaoqing, 2006;Nosratinia, Mojri, & Sarabchian, 2014;Rossi-Le, 1989;Sahragard, Khajavi, & Abbasian, 2016;Shi, 2011;Tsai, 2012). The study conducted by Rossi-Le (1989) is one of the few studies investigating the relationship between perceptual learning style preferences and language learning strategies in learning a second language.…”

Section: Discussionsupporting

confidence: 81%

An Investigation of the Relationship between Language Learning Strategies and Learning Styles in Turkish Freshman Students

Balcı¹

2017

ELT

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The purpose of this study is to determine the relationship between the language learning strategies of freshman students and their learning styles. This study is a descriptive research and employs a relational screening model. Participants of the study were 328 freshman students majoring in different fields at Necmettin Erbakan University Ahmet Keleşoğlu Faculty of Education in Turkey. Data were collected via Turkish version of "Strategy Inventory of Language Learning (SILL)", originally developed by Oxford (1990) and adapted into Turkish by Cesur and Fer (2007) and "Big 16 Learning Modality Inventory" by Şimşek (2002). Data were analyzed by using descriptive statistics and the Pearson's correlation coefficient. The research results revealed that learning styles have a significant effect on language learning strategy use. The results and implications of the study are discussed and suggestions for future research are offered.

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Section: Discussionsupporting

confidence: 81%

An Investigation of the Relationship between Language Learning Strategies and Learning Styles in Turkish Freshman Students

Balcı¹

2017

ELT

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“…There have indeed been a large number of articles published on the topic. However, the vast majority of the studies, many of them recently published in support of learning styles, have been correlational studies that did not have the ability to test the matching hypothesis, identify interaction effects, or show causation (Al BuAli et al, 2013;Aliakbari and Qasemi, 2012;Amran et al, 2010;Anu and Anuradha, 2012;Breckler et al, 2011;Crawford et al, 2012;Gholami and Bagheri, 2013;Gogus and Gunes, 2011;Katsioloudis and Fantz, 2012;Lehman, 2011;Muscat and Mollicone, 2012;Nguyen and Zhang, 2011;Ozgen and Alkan, 2012;Tumkaya, 2012;Vahid Baghban, 2012;Weng, 2012;Yenice, 2012;Yilmaz and Genc, 2010). Many others were published in predatory, pay-to-publish journals with highly questionable standards for peer review (Cuevas, 2015).…”

Section: Current Research Evidencementioning

confidence: 99%

A test of two alternative cognitive processing models: Learning styles and dual coding

Cuevas

Dawson

2017

Theory and Research in Education

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This study tested two cognitive models, learning styles and dual coding, which make contradictory predictions about how learners process and retain visual and auditory information. Learning styles-based instructional practices are common in educational environments despite a questionable research base, while the use of dual coding is less ubiquitous, and thus measured examination of the two methods has implications for practical application. The study involved 204 university students who were surveyed on their preferred learning style and then presented with information that they were prompted to process via either imagery or linguistic means. The results showed there was no significant interaction effect between learning style and condition, suggesting the most basic prediction of the learning styles hypothesis should be rejected. In a regression analysis, none of the four learning styles (visual, auditory, read/write, or kinesthetic) predicted students’ retention of the material. However, there was a highly significant main effect of condition with those in the visual condition retaining twice as much information as those in the auditory condition regardless of learning style, a result that strongly supports dual coding theory. Implications of the findings would suggest that learning styles instruction is an ineffective method for teachers to employ, and that, instead, incorporating principles of dual coding would have a much greater benefit to student learning.

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“…Moreover, from the previous research related to learning strategies, learning style preferences and reading comprehension was done by several researchers such as Baghban (Baghban, 2012), Feng, et. al.…”

Section: The Relationship Between Learning Strategies (X1) Learning S...mentioning

confidence: 99%

“…Some studies have investigated learning strategies, learning styles and reading comprehension. Based on the Zohoorian and Baghban (Baghban, 2012) research, learning strategies and learning style preference had a significant impact on one another in which those variables were connected. Next previous research by Feng, et.…”

Section: Introductionmentioning

confidence: 99%

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

Pratiwi¹

2022

kjmp

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objectives of this research are to find out: (1) the relationship between learning strategies and learning style preferences toward learners’ reading comprehension, (2) the relationship between learning strategies and learners’ reading comprehension and (3) the relationship between learning style preferences and learners’ reading comprehension. This was a correlational research which had been conducted at the twelfth graders of SMKN 6 Bekasi. Isaac and Michael table with 0.05 as the level of significant error was used as the way to determine the number of the sample. From the table, 161 learners became the The sample of this research with the use of simple random sampling as the way to choose the samples. Strategy Inventory of Language Learners (SILL) questionnaires, Perceptual Learning Style Preferences (PLSP) questionnaires and Indonesian National Examination were used as the instruments of this research. All of those instruments were tried out to obtain the valid and reliable items. Then, the data were analyzed using multiple regression. Based on the research result, the research findings were as follows: (1) there is significant relationship between learning strategies and learning style preferences toward learners’ reading comprehension; (2) there is significant relationship between learning strategies and reading comprehension; (3) there is no significant relationship between learning style preferences and reading comprehension. Finally, it can be inferred that (1) the combination of learning strategies and learning style preferences relate with learners’ reading comprehension; (2) learners’ reading comprehension does not significantly depend on learning style preferences but significantly depend on learning strategies.

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The Relationship between Iranian English Language Learners’ Learning Styles and Strategies

Cited by 6 publications

References 23 publications

An Investigation of the Relationship between Language Learning Strategies and Learning Styles in Turkish Freshman Students

An Investigation of the Relationship between Language Learning Strategies and Learning Styles in Turkish Freshman Students

A test of two alternative cognitive processing models: Learning styles and dual coding

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

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