Perceptual Learning Style Preference Questionnaire Research Articles

The effect of motivation on self-efficacy of English department students with mediational effects of learning styles and learning strategies

This study aims to investigate the effect of motivation on self-efficacy among English department students with the mediating roles of learning styles and learning strategies. A 5-point Likert scale questionnaire has been adopted from the Attitude/Motivation Test Battery (AMTB), the Strategy Inventory for Language Learning (SILL) Version 7.0, the Perceptual Learning Style Preference Questionnaire (PLSPQ) and the Academic Self-Efficacy Scales were employed, and 109 students(N=109) took part in the current study. The sampling procedure adopted is voluntary sampling. The questionnaire showed excellent alpha Cronbach's reliability and KMO validity. The regression and mediation analysis conducted on the collected data show a statistically significant positive impact of motivation on self-efficacy through a meditation of learning styles and learning strategies. Therefore, it is highly recommended for students, teachers, and administrators to focus on motivation to increase self-efficacy.

The Influence of Meta-Cognitive Listening Strategies on Listening Performance in the MALL: The Mediation Effect of Learning Style and Self-Efficacy

The ability to understand listening is an essential skill for non-native speakers of English as a foreign language (EFL). Research has shown that several factors can influence EFL students’ English listening comprehension, including the listening strategy they use during listening activities. This study, therefore, used the meta-cognitive listening strategy to explore the mediation role of learning style and self-efficacy in the relationship with listening performance. In this study, 632 Chinese university students participated in a survey and completed electronic questionnaires on MALQ (Meta-cognitive Awareness of Listening Questionnaire), PLSPQ (Perceptual Learning Style Preference Questionnaire), and GSE (General Self-Efficacy Scale). The data were analyzed using AMOS software and a structural equation modeling (SEM) technique. The results showed that students’ listening strategy directly and positively predicted their English listening performance. Moreover, students’ listening performance was fully mediated by learning style and self-efficacy. After discussing these findings, suggestions as well as limitations for future studies will be given. The findings of this study are expected to contribute to a better understanding of the factors that may affect EFL students’ English listening comprehension and inform instructional practices in the EFL classroom. Specifically, the results of this study may suggest the use of teaching strategies tailored to individual learning styles and the adoption of measures to improve self-efficacy of EFL students. Ultimately, the goal of this research is to improve EFL students’ English listening comprehension skills and enhance their overall language proficiency.

The Relationship between Yemeni EFL Postgraduate Students’ Perceptual Learning Styles and Language Learning Strategies

Learning styles and strategies are among the most influential factors that account for some differences in how students learn. Because traditional teaching methods are still employed at universities, Yemeni instructors need to be aware of students’ learning styles and strategies for improving classroom teaching and learning. This study intended to investigate the relationship between Yemeni EFL postgraduate students’ Perceptual Learning Style Preferences (PLSP) and their Language Learning Strategies (LLSs). A total of 45 Yemeni postgraduate students (males = 14 and females = 31) enrolling in master’s degree studies at Sana’a University completed two kinds of questionnaires adapted from Reid’s (1987) Perceptual Learning Style Preference Questionnaire (PLSPQ) and Oxford’s (1990b) Strategy Inventory of Language Learning (SILL). The findings showed that kinesthetic, auditory, and tactile were the major learning style preferences (LSPs), whereas group and individual were the least preferred minor LSPs among the participants. Metacognitive, compensation, and cognitive strategies were the most frequently used, while memory and affective strategies were the least frequently used. A statistically significant relationship was found between the participants’ PLSP and their LLSs. These findings may help curriculum developers and language instructors incorporate learning styles and strategies into the syllabus to accommodate individual differences and facilitate learning.

ÜNİVERSİTE ÖĞRENCİLERİNİN İNGİLİZCE ÖĞRENİMİ: BAĞIMLI VE BAĞIMSIZ ÖĞRENENLER

The purpose of this study is to apply the Perceptual Learning Style Preference Questionnaire (PLSQ) developed by Reid (1984), which measures 6 learning types, to students in the university's foreign language department. In the questionnaire, there are 6 sub-dimensions related to visual, auditory, tactile, kinesthetic, individual and group learning styles. In accordance with the literature, those who can read and understand the topic of instruction in a book on their own are called independent learners, and those who can understand a topic with the help of another person (e.g., teacher) are called dependent learners. Individual learning items in the questionnaire were interpreted in terms of independent learners and group learning items in terms of dependent learners The study examined questionnaire items related to individual or group study, dependent and independent learning, gender, and hand use. The study also examined the relationship between responses to the individual and group learning items, which are sub-dimensions of the questionnaire, and the independent and dependent learning variable from the control questions. A total of 206 students from different classes in the English Language and Literature Department (ELL) voluntarily participated in the study in 2019. Internal reliability was calculated using Cronbach's alpha (Table 2). For other calculations, mean, standard deviation, confirmatory factor analysis, Mann-Whitney U, and Shapiro Wilk tests were used. A relationship was found between some subfactors of PLPQ and the variables gender, hand use, study style and dependent and independent learners. It has been suggested that different and original studies can be conducted by adding new control questions to the current questionnaires and scales.

The Relationship Among Students' Learning Styles, Health Sciences Colleges, and Grade Point Average (GPA).

Learning styles are an increasingly important area in education, affecting different aspects of the learning arena. They can predict how students might process information and solve learning problems differently even when engaged in the same learning activities. This study aimed to investigated the relationship among health sciences students' learning styles, college majors, and grade point averages (GPAs). A total of 247 male students belonging to King Saud bin Abdulaziz University at Riyadh were chosen intentionally for this study, which employed a quantitative procedure for collecting and analysing data. The study used a survey research design, and data were obtained from the Perceptual Learning Style Preference Questionnaire (PLSPQ), which the students had to answer online. The collected data were analysed using the Statistical Package for the Social Sciences (SPSS 16). Descriptive analysis methods - such as means, standard deviations, frequency counts, and correlations - were employed. The results indicated that the students demonstrated a range of learning style preferences. The most frequently preferred style was the auditory learning style, followed by the kinaesthetic and individual learning styles. The least preferred style was group learning. The results also showed significant differences in the students' learning styles across colleges - with preferences towards the auditory, individual, and group learning styles - and insignificant differences for the visual preference, kinaesthetic, and tactile preference learning styles. Finally, the relationship between learning style and GPA was only positive with the individual learning style and negative with the group learning style. These findings support the notion that the total learning environment affects students' learning styles and suggest several courses of action for students, teachers, and policymakers.

대학생의 학습스타일이 학습동기 및 학습태도에 미치는 영향

The purpose of this study was to examine the distribution and pattern of learning style preferences of college students and to investigate the effect of major learning styles on their learning motivation and learning attitude. To achieve the purpose, the Perceptual Learning Style Preference Questionnaire was conducted for college students. Learning styles were divided into perceptual learning types (visual, auditory, tactile, and kinetic style) and social learning types (group and individual style). The responses of 514 were used, and using SPSS 27.0 program, cross tabulation analysis and multivariate analysis were conducted. The results of the study are as follows: college students generally preferred visual and group types. Male students preferred group styles, and female students preferred individual styles. The most variable period for learning style of college students was assumed the third school year. More than half the students showed over two major learning styles. Finally, the higher the number of major learning styles, the higher learning motivation and learning attitude.

Language Learning Styles of Students at the People’s Police College II

This paper presents the results of an investigation into the language learning styles of students at the People’s Police College II. The participants in this study consisted of 105 students (male = 96 and female = 9) who are studying at the People’s Police College II. They all are first-year students. Subjects completed some types of questionnaires, that was a background questionnaire used to collect the students’ information, Joy Reid’s Perceptual Learning Style Preference Questionnaire (PLSPQ) in their formal classes. The research finding displayed three learning style preferences used by the first-year students at the People’s Police College II, namely auditory, group, and visual learning styles. From the survey results, the author found that teachers' teaching methods should also vary accordingly. If teachers know students' preferred learning styles, they will design appropriate activities for their students; moreover, if the students understand their personal learning styles, they may heighten their learning ability and adapt their learning preferences to different teaching situations.

INSIGHTS INTO LEARNING STYLES PREFERENCE OF ENGINEERING UNDERGRADUATES: IMPLICATIONS FOR TEACHING AND LEARNING

Background and Purpose: Education at higher institutions prepares graduates for the real world. To develop and maintain quality, the focus must not only be on what institutions can offer but also on the learning needs and styles of learners. Despite many studies on engineering learners’ learning styles, limited research has been conducted to compare the learning styles of Engineering and Engineering Education learners. This study was conducted to ascertain the learning style preferences of first-year undergraduates from both groups in a science and technology-driven university in Malaysia.
 
 Methodology: This descriptive study consisted of 40 Engineering and 40 Engineering Education learners who attended an English language course at the university. Perceptual Learning Style Preference Questionnaire was adopted as the survey instrument. The data were analysed using self-scoring sheet and Statistical Package for the Social Sciences.
 
 Findings: While both groups chose Kinaesthetic as a major learning style preference, the Engineering Education learners also chose Group, Tactile, and Auditory learning styles as their other major preferences. Both groups chose Visual and Individual as their minor preferences.
 
 Contributions: The findings extend research demonstrating the significant role of specific disciplines in Engineering to determine the learning style preferences of learners. The findings also provide useful insights that suggest implications for practice and policy.
 
 Keywords: Engineering, engineering education, English language, learning styles, teaching and learning.
 
 Cite as: Ismail, N. N. A., Abdullah, T., & Abdul Raof, A. H. (2022). Insights into learning styles preference of engineering undergraduates: Implications for teaching and learning. Journal of Nusantara Studies, 7(1) 390-409. http://dx.doi.org/10.24200/jonus.vol7iss1pp390-409

Investigating the relationship between multiple intelligences and perceptual learning styles of turkish ELT students

This paper outlines an attempt to research the relationship between the multiple intelligence levels and the learning styles of Turkish English Language Teaching (ELT) students at a state university in Turkey. In this present study, 143 students took part at different grades. Data were collected by two different instruments, one of which was a "Perceptual Learning Style Preference Questionnaire" and the second one was "Multiple Intelligence Domains Evaluation Scale". The results of the data analyses revealed that the visual-spatial intelligence and visual learning style were the most dominant types of intelligence and learning styles. Furthermore, a statistically significant correlation was observed between the group learning style and linguistic, visual-spatial, interpersonal and intrapersonal intelligence. Correspondingly, it is believed that those findings will pave the ground to reconsider some critical points regarding the gap in the relevant literature since no related and similar study to identify the perceptual learning styles and the multiple intelligence levels of Turkish ELT students have been found in the Turkish context.

The Effect of Contextual Factor on Learning Styles Preferences of English Majors in Lao Public Universities

<em>This research is a quantitative correlational design, which investigates the English learning styles preferences of English major in Laotian public universities in Lao PDR and tests the effect of contextual factors on the participants’ learning styles preferences. The sample of this research involved 542 university-level students who major in English at a bachelor-degree program in four public universities in Lao PDR. The instrument of the study was Reid’s (1987) Perceptual Learning Style Preference Questionnaire (PLSPQ), which includes six different learning styles (Audio, Visual, Kinesthetic, Tactile, Individual, and Group learning styles). Participants were invited to rate their learning style preference towards the scale. The analysis was conducted based on</em> <em>Reid’s (1995) guide of categorizing preference levels, such as Major, Minor Learning Style Preference, and Negligible. The results indicated that the participants had three major preferences towards Kinesthetic learning (M=41.20), Audio learning (M=39.18), and Tactile learning styles (M=38.14), respectively. The study also found that there are significant differences in English learning styles preferences among students from different institutional contexts. Further research on testing the effect of contextual factors on learners’ learning choice is strongly recommended.</em>

Learning Styles of Saudi ESP Students

Explorations in learning styles have proved the significance of the ways students approach, assimilate, and process information. Students’ perceptions and their organization influence the quality of language learning and guide them towards autonomy, too. This study attempts to identify the preferred perceptual learning styles of 86 Saudi English for Specific Purposes (ESP) female students in the Preparatory Year Deanship, Prince Sattam bin Abdul Aziz University, Saudi Arabia. To accomplish this aim, a Perceptual Learning Style Preference Questionnaire (PLSPQ) developed by Joy Reid (1987) was used. The results showed that the participants’ major learning styles were Kinesthetic, Group, Auditory, Visual, and Tactile, whereas their minor style was Individual. The analysis of the data also revealed that the most preferred learning style was the Kinesthetic learning style (18.64%, M=4.42), and the least preferred one was the Individual learning style (14.30%, M=3.39). The second to fifth place belonged to Group (17.19%, M=4.07), Auditory (16.81%, M=3.98), Visual (16.55%, M=3.92) and Tactile (16.52%, M=3.91) learning styles. The findings have implications for teachers, syllabus designers, and researchers to take into consideration students’ preferred learning styles for language learning while teaching, changes in the learning environment, and material adaptation.

Mobile Learning in Business English its Effect to South American Students’ Learning Styles in the COVID 19 Pandemic Era: Its Economic Implications

The adoption of M-learning and perceptual learning style preferences of South American EFL learners in a business English course were studied empirically. A descriptive correlational research design was used in this study. Data were gathered from 125 South American EFL students who were carefully sampled among a total of 184 students with mobile phones enrolled in a business English classes of selected South American university. The Mobile Learning Questionnaire (MLQ) and Perceptual Learning Style Preference Questionnaire were used in the study (PLSPQ). The data revealed that students in a business English course have a high level of M-learning adoption. It was discovered that respondents favor visual learning, group learning, individual learning, tactile learning, and auditory learning, with kinesthetic learning receiving the least attention. When students are grouped by gender and age, test results show that male respondents had stronger appeal to the utility, acceptability, enjoyment, facilitating conditions, and behavioral intention of M-learning than female respondents. Regardless of their age, respondents acknowledged the benefits of using M-learning in their business English course. Similarly, when the respondents are grouped by gender, no significant differences in learning style preferences are detected. However, the younger respondents prefer group learning, whilst the older respondents prefer individual learning. Finally, a link was discovered between M-learning usage and students' preferred learning styles. The positive link implies that the more M-learning students use, the more learning style preferences they have for group, tactile, visual, auditory, kinesthetic, and group learning tasks. This paper discusses the theoretical and educational consequences.

ANALYSIS ON STUDENTS’ MATHEMATICS ACHIEVEMENT BASED ON LEARNING STYLES

This descriptive and comparative study aims to see the students learning styles and mathematics achievements. The respondent are fifty junior high school students in Lembang, West Bandung, Indonesia. The research instruments are Perceptual Learning Style Preference Questionnaire (PLSPQ) and mathematics problem solving test. The result of this study are: (1) Only twenty percent of the students have exactly one learning style and most of the students has kinesthetic learning style; (2) Students who have three or less major learning styles perform good mathematics achievement, and students who have minor learning styles only, perform better mathematics achievements averagely, comparing with students who have major learning styles; (3) Students perform better mathematics achievement when they have more than one learning style, (4) There is no significant difference in the students’ mathematics achievement, between students who have three or less major learning styles and students who have more than three major learning styles.

STUDENTS’ LANGUAGE LEARNING STYLE PREFERENCES AT ENGLISH LITERATURE STUDY PROGRAM

Learning style is one of the factors contributing to students’ success on second or foreign language learning. This present research attempted to identify various learning styles used in learning English by administering Perceptual Learning Style Preference Questionnaire ( PLSPQ ) for 121 EFL students at English literature study program. The result of descriptive analysis showed that the overall students’ preferred learning style was found to be auditory (M= 37.5, SD = 4.48). Based on gender differences, a majority of male students were auditory students ( M = 38.6, SD = 4.27) and most of the female students were observed to have tendency to be in the category of kinaesthetic students (M = 3.69, SD = .49). The individual learning style became the least frequent style used by the students ( M = 35.2, SD = 7.53). The findings contribute to the improvement of teaching practice quality. Educators are recommended to employ various teaching styles and design variety of activities that enable students to activate their own learning styles more effectively.Keywords: learning style, Second Language Acquisition (SLA), Perceptual Learning Style Preference Questionnaire ( PLSPQ )

Identifying Young Learners’ Language Learning Strategies in Learning English Vocabulary

Many theories share the proposition that humans can be categorized according to their learning style and learning strategies. The varieties of learning strategies preference increase the difficulty for an educator to teach an English Second Language Learning (ESL) classroom. Vocabulary is the most important and fundamental aspect of learning a second language. Past studies have shown numerous vocabulary learning strategies (VLS) being investigated on secondary and tertiary level but limited in primary level, as well as taking gender preference into account. Therefore, this study aims to identify the most used language strategies in vocabulary learning and explore the gender differences in the preference of vocab learning strategies among Year 5 pupils in an urban primary school in Malaysia. With the reference of six language learning strategies (LLS) classified by Oxford, a quantitative investigation was conducted using four-point-Likert-scale questionnaires adopted from Perceptual Learning-Style Preference Questionnaire on 40 respondents selected through a purposive sampling. Descriptive statistics is used to analyse the data by calculating the mean. Findings showed that metacognitive is the most used VLS among primary pupils in general and there is an obvious difference in preferences between two genders. Female pupils basically apply more strategies than male pupils and they favour social strategies. Educators should take the preferences of VLS between genders into account when it comes to designing differentiated learning approaches to enhance vocabulary learning in an ESL classroom.

Investigating the Match and Mismatch between Students’ Learning Styles and Teacher’s Teaching Styles in a Saudi School: A Case Study

This study examines if there is a match or mismatch between students’ learning styles and the teacher’s teaching styles in a classroom at Khalid Bin Alwlid School, Tabarjal, Saudi Arabia. The main objectives of this study are to determine dominant learning styles of the whole secondary grade students and the teacher’s teaching style. This study was carried out as a case study, and the data were analyzed qualitatively and quantitatively. Participants of this study were a class of 15 students and their English language teacher to the first secondary stage. The instruments used for collecting data were Reid’s Perceptual Learning Style Preference Questionnaire (1995), Teachers Teaching Style Preferences Questionnaire (Peacock 2001), and semi-structured interview. The findings of this study indicated that the majority of the students had multiple learning styles with at least auditory and group as their major learning style preferences, followed by kinesthetic, tactile, and visual as their minor learning style preferences. They showed negative preference towards individual style. The major learning style preferences of the English language teacher were visual and individual, followed by tactile and kinesthetic as his minor style preferences, while his negligible teaching style preferences were auditory and group. There was a mismatch between the teacher’s teaching style and the students’ learning style at Khalid Bin Alwlid School, Tabarjal, Saudi Arabia

Learning style and teaching style preferences in a foreign language classroom in Malaysia


 Despite learning styles being one of the main topics of interest in education, not many studies have considered the influence of learning styles regarding students learning foreign languages in Malaysia. This study investigates the learning style preferences of 35 Spanish beginner level students aged between 20 and 24 years, the teaching style preferences of their Spanish teacher, and the relationship between the matching of teacher and learner styles and the learners’ language achievement. Data were collected using an adapted perceptual learning style preference questionnaire, a teaching style questionnaire, interviews and class observations. The findings show that the learners preferred kinaesthetic and auditory learning styles, while the teacher preferred kinaesthetic and tactile teaching. Interestingly, the results suggest that improvement in terms of achievement may not necessarily be related to a match between teacher and learner style. It was found that learners who improved were those who could adapt to the teacher’s styles and also those who would use multiple strategies to learn Spanish. Also, the results indicate that application of multiple teaching styles help students learn Spanish in a more enjoyable and effective manner. These insights are of interest to research on learner styles in general, and specifically to Spanish teachers in their instruction planning.

The Relationship between Prefered Learning Styles, Reading Strategies and Reading Achievement of Efl at Thai Nguyen University, Vietnam

The present study was conducted at the School of Foreign Languages, Thai Nguyen University, Vietnam. There were 132 second years students participated in the study. The study employed quantitative research design. The instruments used in the study included the Perceptual Learning Style Preference Questionnaire (PLSPQ) developed by Reid (1987); the Survey of reading strategies (SORS) which was a 30-item self-assessment instrument developed by Sheorey and Mokhtari (2002), and a simulated IELTS reading test. The findings of the study revealed that there was a statistically significant difference in the uses of reading strategies by different learning styles. The Visual language learners used the most reading strategies (M= 2.92). The Auditory language learners ranked the second (M=2.50). Tactile and Kinesthetic learners used reading strategies at low level (M=2.0). Group language learners used the least reading strategies (M=1.04). In terms of reading achievement among different learning styles, the results of the study showed that there was a statistically difference on the reading achievement by learners of different learning styles. The Visual language learners achieved highest scores (M=5.49). Tactile language learners ranked the second of M=4.5. Auditory and Kinesthetic language learners scored almost similar of M=3.36 and M=3.72 respectively. Group and Individual learners ranked the last of M=2.83 and M=2.77.

LANGUAGE LEARNING STYLE IN MANAGEMENT STUDENTS FROM DIFFERENT GENDER GROUP

Learning style is one factor which can determine students in the way how they obtained the learning or information. Between male and female students were different in choosing their learning styles. This study tried to investigate the perceptual learning styles preference in Management students and to know the differences between male and female Management students in learning styles in the first semester at University of Muhammadiyah Gresik. Perceptual Learning Style Preference Questionnaire (PLSPQ) developed by Reid 1987was used and administered to 230 students. An observation check-list also used to support the data with questionnaire. Descriptive Statistic was used to analyze the data. The result indicated that students preferred in Group style when they learned English as Academic Purpose (EAP). In gender, between female and male students showed there were some differences in their learning styles. The result revealed that female students preferred in Group style, meanwhile male students preferred in auditory style. The least preference of learning style both female and male students was Individual style

THE CORRELATION BETWEEN STUDENTS’ LEARNING STYLE PREFERENCE AND LISTENING ACHIEVEMENT OF ENGLISH DEPARTMENT STUDENTS

This research focused on the correlation between students’ learning styles and their listening achievement. The design was quantitative research. The research conducted in Halu Oleo University, English Department at academic year 2018/2019 that had passed Listening II to see their learning style and listening achievement. There were 76 students taken as samples. The data of the research were collected through a close-ended questionnaire adapted from Reid’s (1986) consisted of 30 statements and who had developed the perceptual learning style preference questionnaire to get the data of students’ learning style especially in listening II. To analyze the data, the researcher used descriptive statistics to find out the students’ listening achievement and their learning style based on the five categories; very good, good, moderate, low and failed. The researcher used the SPSS 16 program as the statistical program to analyze the data. The finding of the research showed that students’ listening achievement was mostly categorized as a good category and students were minor learning styles. Based on the discussion findings of this study that covered the score of students’ listening achievement and their learning style, the descriptive and inferential statistic analysis by using SPSS 16 program the researcher concluded that: Firstly, students the most preferred learning styles were Auditory Learning Style and Kinesthetic Learning Style. Secondly, based on the result above there were 2 learning style that correlate with listening achievement there were kinesthetic learning style showed that the coefficient correlate was -.317 and sig (2-tailed) was 0.038 ≤ 0.05 and group learning style showed that the coefficient correlates was -.0.366 and sig (2-tailed) was 0.01 ≤ 0.05. Also, the result of the correlation between students’ learning style and students' listening score showed that the coefficient correlation was -.349 and sig (2-tailed) was .022 it means that sig (2-tailed) ≤ 0.05 it means H1 was accepted so there was signifi couldt correlation. Meanwhile, coefficient correlates was negative correlate because the coefficient correlation was -.349. In addition, the researcher could conclude that there was a negative signifi couldt correlation between students’ learning style and their listening achievement of English Department Students at Halu Oleo University.