Relationship Between Learning Styles, Learning Strategies and Academic Performance of Chinese Students Who Learn Spanish as a Foreign Language

Abstract

The present study aimed to examine the inherent relationships between learning styles, learning strategies, and academic performance of Chinese students who study Spanish as a foreign language. For this purpose, an adaptation of the Honey-Alonso Learning Styles Questionnaire (CHAEA) and an adaptation of the Strategy Inventory for Language Learning (SILL) questionnaire were used to identify learning styles and strategies, respectively. To measure academic performance, students’ qualifications of the National Examination for Undergraduate Students of Hispanic Philology were used. Our results indicated that the majority of Chinese students who study a foreign language had a combination of the studied styles. Moreover, most of them used all strategies with a medium or high frequency. Significant correlations were found between the learning styles and strategies, and it was confirmed that active style and metacognition strategies are influencing factors in the academic achievement of Chinese foreign language learners.