The Relationship between Learning Modalities and Perceived Self-regulation Levels

Abstract

Abstract Recent English Language teacher education programmes place a great responsibility on learners to self-regulate their learning. Therefore, it is quite important to know pre-service English teachers⿿ learning modalities and perceived self-regulation preferences. This paper investigates the self-regulation strategies and learning modalities of English Language Teaching (ELT) students of a state university and aims at exploring whether there is any statistically significant relationship between learning modalities and self regulation levels of these students. In the scope of this study, ⿿Perceived Self Regulation Scale⿿ ( Arslan & Geliſli, 2015 ) and ⿿Learning Modality Inventory⿿ ( ſimſek, 2002 ) were administered to 121 pre-service English Language teachers at university during the fall term of 2015-2016 academic year. The findings indicated that there is a positively significant relationship between self-regulation means and aural learning means. What is more, most of the ELT students in the sample group were found to be visual.