Perceptual Learning Style Preference Research Articles

ESP in Vocational Institutes: A Mixed-Method Study of Students’ ESP Learning Style Preferences

In vocational institutes, English for Specific Purposes (ESP) education should incorporate basic linguistic skills with professional communication abilities. There is a problem with ESP teaching that uses the traditional teaching model of general English, which fails to consider the needs of students. To tackle this problem, the aim of this study is to identify the preferred perceptual ESP learning styles of 254 students in seven Chinese vocational institutes. Data collection and analysis were conducted using a mixed-methods approach that combined both quantitative and qualitative methods. An adapted version of the Perceptual Learning Style Preference Questionnaire (PLSPQ) developed by Joy Reid (1987) was used at the first stage. Subsequently, in response to the questionnaire results, 15 students participated in semi-structured interviews. The results showed that a significant number of students chose minor learning modes rather than major learning modes. According to the data analysis, kinesthetic learning was the most preferred learning style, whereas group learning was the least preferred. The second to fifth places belonged to individual, tactile, visual, and auditory learning styles. The findings of the study have implications for ESP teachers, curriculum designers, and researchers considering students’ preferred learning styles, changes in the learning environment, and materials adaptations.

Like coloured pencils in a pencil case: A portray of the connections between learning style preferences, needs satisfaction, academic motivation, and psychological well‐being from the window of self‐determination theory

AbstractSelf‐determination theory (SDT) has been the subject of pioneering studies in recent years. SDT is centered on the basic psychological needs of autonomy, competence, and relatedness and their necessary role in self‐determined motivation, well‐being, and growth. The objective of the present research was to investigate the relationships between learning style preference, motivational regulation, and psychological well‐being of 417 EFL students at the intermediate level in private schools in three provinces in Iran. The researchers collected the data via electronic surveys using the Perceptual Learning Style Preference Questionnaire, Academic Motivation (AM) Scale, Basic Psychological Needs Satisfaction Measure, and Psychological Well‐Being (PWB) Scale. The quantitative analyses using structural equation modelling showed positive correlations between the learning style preferences and AM and the PWB. Moreover, the satisfaction level with needs was a significant factor in predicting AM and PWB scores. The study highlights the importance of recognizing and accommodating diverse learning styles in educational settings and the significance of needs satisfaction in fostering intrinsic motivation and overall well‐being among EFL learners. These findings emphasize the need for practitioners to target and tailor their pedagogical strategies to meet the needs of their learners and create a learning environment that fosters the three psychological needs as determined by SDT.

Perceptual Learning Style Preferences (PLSP) and their Relationship with English Foreign Language Achievement

This study aimed at shedding more light on the roles of perceptual learning style preferences (PLSP) on EFL achievement. The study applied quantitative approach and correlational design. Selected using simple random sampling, 180 grade eleven students were participants of the study. The study employed Reid’s (1984) PLSPQ, and students’ semester final exam results to measure PSLP and FLA, respectively. Six units of grade eleven English textbook was as secondary data. Findings of the study revealed that the major PLSP of the students was group followed by visual, minor PLSP, and negligible others four. Moreover, the activities addressed by the teaching material were found incongruent with the perceived learning styles. Furthermore, results of One-way ANOVA confirmed that PLSP is significantly related with FLA. It was implied that the construct PLSP need to be considerably reflected in the instructional materials preparation towards the EFL students’ success. As a mismatch between activities of teaching materials would result in learners’ failure, teaching materials need to be geared towards PSLP dimensions. Teachers are expected to identify students’ ways of learning and apply accommodating strategies to address individual differences in the classroom in terms of PLSP dimensions.

Perceptual Learning Style Preferences (PLSP) and their Relationship with English Foreign Language Achievement

This study aimed at shading more light on the roles of perceptual learning style preferences (PLSP) on EFL achievement. The study applied quantitative approach and correlational design. Selected using simple random sampling, 180 grade eleven students were participants of the study. The study employed Reid’s (1984) PLSPQ, and students’semester final exam results to measure PSLP and FLA, respectively. Six units of grade eleven English textbook was as secondary data. Findings of the study revealed that the major PLSP of the students was group followed by visual, minor PLSP, and negligible others four. Moreover, the activities addressed by the teaching material were found incongruent with the perceived learning styles. Furthermore, results of One-way ANOVA confirmed that PLSP is significantly related with FLA. It was implied that the construct PLSP need to be considerably reflected in the instructional materials preparation towards the EFL students’ success. As a mismatch between activities of teaching materials would result in learners’ failure, teaching materials need to be geared towards PSLP dimensions. Teachers are expected to identify students’ ways of learning and apply accommodating strategies to address individual differences in the classroom in terms of PLSP dimensions.

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.

Exploring the relationship between perceptual learning style preferences (PLSP) and foreign language class anxiety (FLCA)

The study investigating a relationship between perceptual learning style preferences (PLSP) and foreign language class anxiety (FLCA) remains limited, particularly regarding specific learning styles most impacted by FLCA and interventions to be tailored to reduce English class anxiety. The study examined the relationship between PLSP and FLCA among 110 grade eleven Mettu Comprehensive High School students. The study employed a PLSP questionnaire (Pashler et al., 2009) and an FLCA questionnaire (Horwitz et al., 1986) as the instruments. Data were collected, statistically analyzed, and interpreted using SPSS version 26. The study’s findings revealed that most participants' FLCA fell to the average higher level while those with group (PLSA-G) PLSP exhibited the least FLCA compared to participants with the individual (PLS-I) with the highest FLCA among the six dimensions of PLSP. Communication anxiety (FLCA-CA) significantly and fear of negative evaluation (FLCA-FNE) broadly were found to be the major sources of the participants’ sources of FLCA among its three dimensions in the scale. Furthermore, results of One-way ANOVA confirmed that PLSP is significantly and moderately related to FLCA. It was inferred that the constructs PLSP and FLCA play significant roles in the context of EFL teaching. Therefore, EFL instruction needs to address these variables as determinants of the learners’ success, and if meaningful pedagogical room is to be allocated, teaching practices need to pay attention to such. This area of exploration can lead to significant advancements in EFL pedagogy, creating a more inclusive and successful learning experience for students.

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.

An Empirical Study on Perceptual Learning Style Preferences of Private College English Major

An Empirical Study on Perceptual Learning Style Preferences of Private College English Major

Identifying Perceptual Learning Styles Preferences on Students’ Vocabulary Mastery

The study's aims were to determine the level of students’ vocabulary mastery, identify the students’ perceptual learning style preferences, and determine the impact of the perceptual learning style preferences on students’ vocabulary mastery. Mixed method research was used in this study. This study included 25 students from MA Muallimin Muhammadiyah Makassar's eleventh grade. The research data were collected using vocabulary test, perceptual learning styles preference questionnaire by Reid (1987), and interview. Likert scale, descriptive statistics, SPSS 26 version, and Microsoft Excel were used to analyze the data. The result of this research showed that (1) The students’ perceptual learning styles preferences was group learning style as a major classification. And the other learning style like visual, auditory, kinesthetic, tactile and individual were minor classification. (2) The impact of perceptual learning styles preferences on students' vocabulary mastery was that individual learners could focus on memorizing a new vocabulary; group learners could be enthusiastic and motivated to memorize English vocabulary; and auditory learners could help themselves memorize the vocabulary by listening repeatedly. (3) The level of the students’ vocabulary mastery was classified as fair. Based on findings and discussions, it can be concluded that the perceptual learning styles preferences affect the students’ vocabulary mastery. Students felt comfortable and it can help them to master vocabulary if they used their favor learning style.

ENGLISH LEARNING STYLES BASED ON GENDER USED BY THE STUDENTS OF ENGLISH EDUCATION STUDY PROGRAM OF UNIVERSITAS BENGKULU

This research was aimed at investigating the English learning style preferences used by female and male students in. It was designed as quantitative research with a survey method. Data were gathered by using a perceptual learning style preferences questionnaire that was adapted from Reid (1984). It had been validated by experts and it had been tried out to other respondents who had the same characteristics as the respondents in this present study to get the reliability of the questionnaire. A total sampling technique was used to involve 115 students of the third-semester of the English education study program of Universitas Bengkulu in the academic year of 2021-2022 in filling in the questionnaire, consisting of 28 male and 87 female students. The results show that the female students used three major learning styles (visual, auditory, and kinesthetic), two minor learning styles (tactile and group), and a negative learning style (individual). The most dominant learning style used by the female student was kinesthetics. Moreover, the male students used five major learning styles (visual, auditory, kinesthetic, tactile, and group), while the individual learning style was negative. The most dominant learning style used by the male students was the group. In conclusion, there is a different English learning styles between female and male students used by the third-semester students of the English education study program of Universitas Bengkulu in the academic year of 2021- 2022. The female students used three types of English learning style preferences, namely visual, auditory, and kinesthetic. Those English learning styles are major learning styles. Meanwhile, tactile and group learning styles are minor learning styles, and individual learning style is a negative learning styles for female students. The most dominant of the English learning styles used by them is kinesthetics. Further, male students used four types of English learning styles, namely visual, auditory, kinesthetics, and group. Those English learning styles are major learning styles. Meanwhile, individual learning style is a negative learning style for male students. The most dominant of the English learning styles used by them is the group. Keywords: learning styles, characteristic, gender, differences, group

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.

The Relationship of Learning Style with the Intrinsic Motivation for Building Works Measurement Course

Learning style is a very important element in a teaching and learning process and has an impact on intrinsic motivation especially among students. An appropriate and correct learning style is the main factor to ensure that students continue to excel and are confident in the learning process. This correlational survey study seeks to test the association between learning style and intrinsic motivation of civil engineering students for the building works measurement course. The objective of this study is to ascertain if there is a correlation between learning styles (visual, auditory, kinaesthetic, and tactile styles) with students' intrinsic motivation. A total of 157 students were involved as a study sample. The study instrument is an adaptation of the Perceptual Learning Style Preferences and Intrinsic Motivation Inventory questionnaires which are confirmed by expert assessors in the field and have good reliability values. Data were analysed inferentially using SPSS. The study findings show a significant positive linear relationship between intrinsic motivation and learning style for the building works measurement course covering all four learning styles namely visual, auditory, kinaesthetic, and tactile styles with intrinsic motivation. The implications of this study show that learning style together with intrinsic motivation are very important components that need to be accentuated in the process of teaching and learning of a building works measurement course.

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.

Multiple Intelligences and Perceptual Learning Style Preferences of Education and Engineering Students

Effective learning varies based on the students’ different learning styles and intelligence across the curriculum. This research determines the learning styles and multiple intelligences of 250 second-year education students and 200 engineering students. It employed a stratified sampling technique in the data collection process. It reveals that individual, group, auditory, and visual learning are among engineering students’ most common learning styles, while auditory, visual, and kinesthetic learning were the most prevalent among education students. Furthermore, engineering students most commonly demonstrated interpersonal, mathematical, and kinesthetic intelligence. Moreover, visual, linguistic, interpersonal, and kinesthetic intelligence were education students’ most commonly exhibited intelligence. Most intelligence types and learning styles of education and engineering students show a moderate positive correlation. The results of this study suggest that employing teaching strategies based on learning styles and multiple intelligences may positively affect students’ achievement. Likewise, the academic institutions must also consider the multiple intelligences in admitting students for any specific courses.

The Relationship between Learning Strategies and Learning Style Preferences toward Learners’ Reading Comprehension

objectives of this research are to find out: (1) the relationship between learning strategies and learning style preferences toward learners’ reading comprehension, (2) the relationship between learning strategies and learners’ reading comprehension and (3) the relationship between learning style preferences and learners’ reading comprehension. This was a correlational research which had been conducted at the twelfth graders of SMKN 6 Bekasi. Isaac and Michael table with 0.05 as the level of significant error was used as the way to determine the number of the sample. From the table, 161 learners became the The sample of this research with the use of simple random sampling as the way to choose the samples. Strategy Inventory of Language Learners (SILL) questionnaires, Perceptual Learning Style Preferences (PLSP) questionnaires and Indonesian National Examination were used as the instruments of this research. All of those instruments were tried out to obtain the valid and reliable items. Then, the data were analyzed using multiple regression. Based on the research result, the research findings were as follows: (1) there is significant relationship between learning strategies and learning style preferences toward learners’ reading comprehension; (2) there is significant relationship between learning strategies and reading comprehension; (3) there is no significant relationship between learning style preferences and reading comprehension. Finally, it can be inferred that (1) the combination of learning strategies and learning style preferences relate with learners’ reading comprehension; (2) learners’ reading comprehension does not significantly depend on learning style preferences but significantly depend on learning strategies.

ISLAMIC BOARDING SCHOOL STUDENTS’ LEARNING STYLES IN EFL CLASS

Abstract:
 The students sometimes get confused with the English material because their learning style does not match with the presentation of the teacher. the learning styles need be known by teachers involved in teaching and learning process. This research aims to disclose students' needs for learning English based on their learning styles. This research used quantitative research with survey research methods. The research was conducted on second grade students of MA in three Islamic boarding schools in the city of Parepare, South Sulawesi, Indonesia. The instrument in this study is a questionnaire containing the Perceptual Learning Style Preferences Questionnaire consisting of Visual, Auditory. Kinesthetics, Tactile, Group and Individual Styles. This research discloses that students have more kinesthetics, auditory, visual, and group learning styles. It found that students’ learning styles are major in visual, auditory, kinesthetics, and group learning styles. Meanwhile, some of the students in Boarding School of Parepare are minor in tactile and individual learning styles. Therefore, the teacher should make teaching materials based on the learning style of each student.

Perceptual Learning Style Preferences and Motivation To Achieve Academically among Senior High School Students

Perceptual Learning Style Preferences and Motivation To Achieve Academically among Senior High School Students