Perceptual Learning Style Preferences (PLSP) and their Relationship with English Foreign Language Achievement

Abstract

This study aimed at shading more light on the roles of perceptual learning style preferences (PLSP) on EFL achievement. The study applied quantitative approach and correlational design. Selected using simple random sampling, 180 grade eleven students were participants of the study. The study employed Reid’s (1984) PLSPQ, and students’semester final exam results to measure PSLP and FLA, respectively. Six units of grade eleven English textbook was as secondary data. Findings of the study revealed that the major PLSP of the students was group followed by visual, minor PLSP, and negligible others four. Moreover, the activities addressed by the teaching material were found incongruent with the perceived learning styles. Furthermore, results of One-way ANOVA confirmed that PLSP is significantly related with FLA. It was implied that the construct PLSP need to be considerably reflected in the instructional materials preparation towards the EFL students’ success. As a mismatch between activities of teaching materials would result in learners’ failure, teaching materials need to be geared towards PSLP dimensions. Teachers are expected to identify students’ ways of learning and apply accommodating strategies to address individual differences in the classroom in terms of PLSP dimensions.