Abstract
In recent years attention has been accorded to language learners’ affective factors and learning styles. Two of the significant learning styles are impulsivity and reflectivity which have not been studied as much as other styles such as introversion and extroversion. This study endeavored to find out whether or not impulsivity and reflectivity have any effect on reading comprehension of Iranian English as a Foreign Language (EFL) learners. Seventy two language learners were selected from 4 intact classes out of 112 learners. Nelson proficiency test was given to the participants as homogeneity test. Next, Barrat’s (1995) impulsiveness questionnaire was given to the participants. Based on the results of the questionnaire, the participants formed 3 different groups, i.e., a reflective group (n=25), impulsive group (n=25) and a control group (n=22). The control group consisted of less impulsive and less reflective learners based on Barrat’s scale. An IELTS reading test (general module) was administered to the participants. Based on the results of independent samples t-test, it was found that impulsivity and reflectivity do not have any effect on reading comprehension of Iranian EFL learners. Pedagogical implications are discussed.
Highlights
The role of reading comprehension in academic success or failure of language learners is undeniable so much that many studies have focused on how to enhance reading texts in order to increase intake of information (Han, Park, & Combs, 2008)
This study endeavored to find out whether or not impulsivity and reflectivity have any effect on reading comprehension of Iranian English as a Foreign Language (EFL) learners
The results revealed that visual and auditory learning styles were significantly and positively related to their learner autonomy
Summary
The role of reading comprehension in academic success or failure of language learners is undeniable so much that many studies have focused on how to enhance reading texts in order to increase intake of information (Han, Park, & Combs, 2008). Recent research in the field has revealed that certain features of the language learners can affect language learning. One of these features is language learners’ learning styles (Wang, Wang, & Huang, 2008). Oxford (1991) noted that an individual learners’ style determines the type of strategy he or she uses to learn; it should have an effect on learning languages. It seems significant to study learners’ learning styles and their effect on reading comprehension
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