This study investigated the relationship between learning style preferences and the nationality background of Iranian and Iraqi University EFL students. A total number of 40 male and female participants, 20 Iraqi and 20 Iranian, majoring in EFL, took part in this study.
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This study investigated the relationship between learning style preferences and the nationality background of Iranian and Iraqi University EFL students. A total number of 40 male and female participants, 20 Iraqi and 20 Iranian, majoring in EFL, took part in this study. To conduct the study, a qualitative-quantitative method was used which encompassed two kinds of data-gathering instruments: a questionnaire and a semi-structured interview. The first instrument was Cohen, Oxford, and Chi's (2001) online learning style survey questionnaire which assessed the participants’ general approaches to learning, and the second instrument was a semi-structured interview that asked some other questions not covered by the questionnaire. Prior to using the learning style survey questionnaire, a pilot study was conducted to validate and refine the questionnaire. Statistical procedures such as descriptive statistics which consisted of Mean, Skewness, Kurtosis, and Standard Deviation were used. Moreover, the Chi-square, Cramer’s V, and T value were used to analyze the collected data. The obtained results revealed that the relationship between learning style preferences and nationality background was meaningful and the learning styles of students from these two nationalities were different from each other. From a quantitative standpoint, Iranian learners were more open-oriented learners, while Iraqi participants were more closure-oriented in their learning process. The results also revealed that not only the Learning Style Preferences (LSPs) were different across groups, but also were various for individuals in each group. The results of this study offer valuable insights for teachers who are working with learners from diverse nationalities.
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