Abstract
This study investigated the relationship between EFL students’ Perceptual Learning Styles (PLS) and their Language Learning Strategies (LLS). A group of (155) college-level EFL students in Saudi Arabia was surveyed. Reid’s learning styles model was employed to identify the participants’ PLS. Oxford’s language learning strategies model was used to identify the participants’ LLS. The study’s results showed that the most preferred learning styles among students were kinesthetic, auditory, and group PLS respectively. It was also found that the most frequently used language learning strategies among students were metacognitive, social, and cognitive LLS respectively. The study revealed a statistically significant relationship between participants’ perceptual learning styles and their language learning strategies.
Highlights
Research on EFL has shifted from teacher-centered to student-centered studying the learning process rather than the learning product, and focusing on the behavior of students rather than the behavior of teachers
Learning styles and language learning strategies play a major role in language learning; this study addressed the following research questions: 1) What are the most preferred learning styles among EFL students?
The analysis indicated that the tactile learning style correlated significantly with compensation strategies (r =.207, p = .010), the individual learning style correlated significantly with compensation strategies (r =.-.167, p = .038), and the group learning style correlated significantly with cognitive strategies (r =.560, p = .000), metacognitive strategies (r =.797, p = .000), and social strategies (r =.666, p = .000)
Summary
Research on EFL has shifted from teacher-centered to student-centered studying the learning process rather than the learning product, and focusing on the behavior of students rather than the behavior of teachers. EFL learning is significantly influenced by several variable such as gender, age, culture, academic major, career orientation, personal beliefs, learning styles, and learning strategies. Individual differences such as students’ perceptual learning styles and their language learning strategies have gained a lot of attention (Ellis, 1982; Taylor, 1983, Lessard-Clouston, 1997, Nguyen & Godwyll, 2010). Many researchers considered learning styles (PLS) and language learning strategies (LLS) as vital factors that could maximize students’ learning performance and affect their learning outcomes. The aim of this study was to identify students’ learning styles, pinpoint students’ language learning strategies, and investigate the relationship between students’ perceptual learning styles and their language learning strategies in order to better understand the factors that affect their language learning
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