This study investigated the relationship between learning styles preferences of English as foreign language (EFL)college students from three different achievement levels and to explore whether there is statistically s...This study investigated the relationship between learning styles preferences of English as foreign language (EFL)college students from three different achievement levels and to explore whether there is statistically significantdifference between different achievement levels and different learning styles. A total of 120 EFL freshman collegestudents from high, intermediate, and basic levels in Taiwan participated in the present study. Using a learning stylepreference checklist, students’ perceptional learning styles were first explored in terms of preferences. 120participants with different levels were classified based on their English scores on College Entrance Exam. With theuse of descriptive statistics and a one-way analysis of variance (ANOVA), the results indicated that specificlearning style preference correlated with certain achievement levels of students. Students with differentachievement levels preferred significantly certain style preference to other style comparing to other achievementlevels. It seems that learning styles preferences may not definitely relate to a student’s achievement levels. Certainvariables may also probably affect learning style preferences with respect to English performance.展开更多
In recent years, research emphasis in the field of SLA （second language acquisition） has shifted to the study of the learning process and behaviors of learners than that of teachers. Researches concerning the learn...In recent years, research emphasis in the field of SLA （second language acquisition） has shifted to the study of the learning process and behaviors of learners than that of teachers. Researches concerning the learners＇ language learning strategies and learning styles have been conducted in different cultural backgrounds. However, comparatively speaking, there are few studies focusing on the relationship between language learning strategies and learning style preferences in English learning among Chinese students. This paper elaborates on the research questions and hypotheses according to the English Learning Questionnaire, which consists primarily of SILL （Strategy Inventory for Language Learning） （Oxford, 1990） and PLSP （Perceptual Learning Style Preference） Survey （Reid, 1987） to identify their English learning strategy uses and learning style preferences. Then, with statistical analysis （by SPSS （Statistical Product and Service Solutions）） of the results of the questionnaire, discussions are made on the correlation between learning strategies, learning style preferences, and their gender differences, followed by pedagogical implications for English teaching and learning in the university settings in China.展开更多
文摘This study investigated the relationship between learning styles preferences of English as foreign language (EFL)college students from three different achievement levels and to explore whether there is statistically significantdifference between different achievement levels and different learning styles. A total of 120 EFL freshman collegestudents from high, intermediate, and basic levels in Taiwan participated in the present study. Using a learning stylepreference checklist, students’ perceptional learning styles were first explored in terms of preferences. 120participants with different levels were classified based on their English scores on College Entrance Exam. With theuse of descriptive statistics and a one-way analysis of variance (ANOVA), the results indicated that specificlearning style preference correlated with certain achievement levels of students. Students with differentachievement levels preferred significantly certain style preference to other style comparing to other achievementlevels. It seems that learning styles preferences may not definitely relate to a student’s achievement levels. Certainvariables may also probably affect learning style preferences with respect to English performance.
文摘In recent years, research emphasis in the field of SLA （second language acquisition） has shifted to the study of the learning process and behaviors of learners than that of teachers. Researches concerning the learners＇ language learning strategies and learning styles have been conducted in different cultural backgrounds. However, comparatively speaking, there are few studies focusing on the relationship between language learning strategies and learning style preferences in English learning among Chinese students. This paper elaborates on the research questions and hypotheses according to the English Learning Questionnaire, which consists primarily of SILL （Strategy Inventory for Language Learning） （Oxford, 1990） and PLSP （Perceptual Learning Style Preference） Survey （Reid, 1987） to identify their English learning strategy uses and learning style preferences. Then, with statistical analysis （by SPSS （Statistical Product and Service Solutions）） of the results of the questionnaire, discussions are made on the correlation between learning strategies, learning style preferences, and their gender differences, followed by pedagogical implications for English teaching and learning in the university settings in China.
