Influence of grade level on perceptual learning style preferences and language learning strategies of Taiwanese English as a foreign language learners

Abstract

The purpose of this study was to investigate relationships between grade level, perceptual learning style preferences, and language learning strategies among Taiwanese English as a Foreign Language (EFL) students in grades 7 through 9. Three hundred and ninety junior high school students participated in this study. The instruments for data collection were the Perceptual Learning Style Preference Questionnaire (PLSPQ) and the Strategy Inventory for Language Learning (SILL). Results showed that statistically significant relationships were found to exist between grade level and kinesthetic learning style preference ( p = .001), tactile learning style preference ( p = .047), and individual learning style preference ( p = .02). Results also showed that statistically significant relationships were found to exist between grade level and the use of memory strategies ( p = .005), cognitive strategies ( p = .02), metacognitive strategies ( p = .000), affective strategies ( p = .000) and social strategies ( p = .000). Implications are that it is critical for classroom teachers to be more aware of the differences in their students and ensure that their courses present information that appeal to students in different grade levels.