EFL learners' learning styles and their reading performance

Abstract

Language learners struggle with achieving their highest reading competence, particularly when they sit standardized tests with authentic advanced passages. The related literature shows a significant gap in suggesting specific techniques or strategies for individuals to develop a reading competence. To fill this gap, this study investigated the potential relationship between EFL learners' reading performance and their learning styles. One hundred thirty-seven participants were administered the TOEFL PBT for their recruitment test, at which the reading scores were evaluated and analyzed. Ehrman and Leaver’s Questionnaire (2003) was used to classify participants’ learning styles in an ectenic-synoptic continuum. We used the Pearson Product Moment Correlation Coefficient to find any potential correlation between learners' performance and their scores as an ectenic or a synoptic learner. The results revealed a positive correlation between synoptic learners and success in the reading tasks. Consequently, a regression model provided the classification of successful learners at reading tests. Knowing that teachers have a variety of learners in their classes and their preferred learning styles can help course instructors to design activities that will exercise a range of cognitive processes and perspectives.