Turkish intermediate EFL learners' perceptual learning style preferences and willingness to communicate across gender

Abstract

In the educational setting, learning style plays an important role since individuals are unlike in terms of their learning styles. As the area of modern language, teaching and learning has evolved over the last several decades. The instructors and students have seen a number of significant shifts in language teaching, learning techniques and approaches. The late 1970s saw the emergence of perceptual learning style theory in educational discourse. This research included one hundred English as a Foreign Language (EFL) students who were studying English at a public university in Turkey. The current research examined the link between learners' perceptual learning style and readiness to communicate, as well as the influence of gender on these relationships. After obtaining agreement from the participants, two questionnaires were sent to the students. Having ascertained the assumptions of normality of data, the researchers used Pearson correlation coefficient and Independent sample t-test as a parametric test for relationship and difference analysis. The results of the analysis revealed a positive and significant correlation between the participants' visual learning style, group learning style and kinesthetic learning style preferences and their willingness to communicate. Moreover, it was revealed that there was not any significant relationship between tactile learning style, auditory learning style and individual learning style preferences of participants and their willingness to communicate. Moreover, it was found that, gender does not make any significant difference on perceptual learning style preference of learners and their willingness to communicate.