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An Investigation Into the Relationship Between Iranian EFL High- and Low-Proficient Learners and Their Learning Styles

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  • Ali Derakhshan
  • Farzaneh Shakki

Abstract

It is also hypothesized that proficiency level may have a voice with respect to learning styles. Therefore, to throw light on this issue, the present investigation targeted the relationship between Iranian English as a Foreign Language (EFL) learners’ learning styles and their levels of proficiency at Golestan University, Gorgan, Iran. To this end, 120 EFL learners majoring in Teaching English as a Foreign Language (TEFL) and English Literature were randomly selected based on the Rubrics of Common European Framework of Reference (A1-C2) to participate in this study. They were then divided into low-proficient (A2-B1) and high-proficient (B2-C1) learners. The instruments used in this study were an International English Language Testing System (IELTS) Mock exam through which the participants’ levels of proficiency were determined and Reid’s Perceptual Learning Style Questionnaire to identify learners’ perceptual learning style preferences. The questionnaire enclosed 30 statements allocated to each modality based on a five point Likert scale, ranging from strongly agree to strongly disagree. The results of independent samples t-test and Spearman correlation coefficient revealed that there existed some significant relationships between students’ learning style preferences and levels of proficiency. It was found that learners with high levels of proficiency favored Kinesthetic and Tactile learning styles more than other preferences, namely, Auditory, Visual, Group, and Individual learning style preferences. In addition, the low-level students were much inclined toward Visual and Group styles. Regarding the necessity of understanding learners’ different styles, the implications of the study are discussed to consider the importance of individual differences.

Suggested Citation

  • Ali Derakhshan & Farzaneh Shakki, 2018. "An Investigation Into the Relationship Between Iranian EFL High- and Low-Proficient Learners and Their Learning Styles," SAGE Open, , vol. 8(4), pages 21582440188, October.
  • Handle: RePEc:sae:sagope:v:8:y:2018:i:4:p:2158244018809408
    DOI: 10.1177/2158244018809408
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    References listed on IDEAS

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    1. Rajshri Vaishnav, 2013. "Learning Style and Academic Achievement of Secondary School Students," Working papers 2013-5-1, Voice of Research.
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    Cited by:

    1. Jung-Yu Lai & Li-Ting Chang, 2021. "Impacts of Augmented Reality Apps on First Graders’ Motivation and Performance in English Vocabulary Learning," SAGE Open, , vol. 11(4), pages 21582440211, October.

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