A Comparative Study of Learning Style Preferences of Monolingual and Bilingual High School Female Students and the Impact of Such Preferences on Language Learning Achievement

Abstract

Abstract. Every person has a preferred way of learning that is called learning style. Due to the significant role of learning style in learning achievement, it is an ongoing issue of great importance to educational research. Thus, the present study aimed at investigating and comparing learning styles of monolingual (Persian) and bilingual (Turkish-Persian) high school female students. It also examined the impact of learning styles on language learning achievement. The sample of the study consisted of 300 students who were divided into two language groups: 150 bilinguals and 150 monolinguals. Cluster sampling was employed for selecting the sample. In this quantitative and qualitative study, a mixed-method was utilized for collecting data. One was Kolb's Learning Style Inventory for assessing students’ learning styles. The other was a semi-structured interview administered to 25 monolingual and 25 bilingual students to confirm the findings of the questionnaire. To examine the relationship between students’ learning styles and their achievement in learning English, students’ English scores obtained from mid-term and final exams in a semester were collected. As for data analysis, descriptive statistics, chi-square tests, and independent sample t-tests were utilized. The data analysis of the questionnaire revealed that the prevalence of diverging learning style was higher in bilinguals, while the incidence of accommodating learning style was higher in monolinguals. Findings obtained from the interview indicated that bilinguals’ major learning style was diverging and monolinguals’ most preferred learning style was assimilating. Results showed a significant relationship between students’ learning styles and their achievement in learning English. In comparison with monolinguals, bilinguals were superior in learning English.