Learning Styles and Attention Control; the Case of Iranian Female EFL Learners
Subject Areas : Research in English Language PedagogyHamid Gholami 1 , Ensieh Aramesh 2 , Samira Golshani 3
1 - Department of ELT, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran
2 - Department of ELT, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran
3 - Department of ELT, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran
Keywords: Grasha-Richmann student learning styles scale, learning style, Attentional control, Victoria Stroop Test, EFL learner,
Abstract :
This study aimed to find out the most dominant learning style among Iranian EFL learners and the potential differences in attention control of the learners with various learning styles. In doing so, the Grasha-Richmann scale and a Victoria Stroop test were applied. A one-way ANOVA and then a post hoc test was run to find out the possible differences among learners with various learning styles in terms of attention control. The findings revealed the most preferred style was the Independent style, by contrast, the participative was the least frequent one. In addition, the avoidant learning style was not found in EFL learners' preferences. A one-way ANOVA test was run to find out the attentional control differences in learners with various styles. The results indicated a significant difference among learners in terms of attention control and also language learners with independent learning styles performed better on the attentional control test.
Amira, R., & Jelas, Z. M. (2010). Teaching and learning styles in higher education institutions: Do they match? Procedia-Social and Behavioral Sciences, 7, 680-684.
Azarkhordad, F., & Mehdinezhad, V. (2016). Explaining the students’ learning styles based on Grasha-Riechmann’s student learning styles. Journal of Administrative Management, Education and Training, 12(6), 241-247.
BANESHI, A. R., KARAMDOUST, N. A., & HAKIMZADEH, R. (2013). Validity & reliability of the Persian version of Grasha-Richmann student learning styles scale. Journal of Advances in Medical Education & Professionalism, 1(4), 119-124.
Baneshi, A. R., Tezerjani, M. D., & Mokhtarpour, H. (2014). Grasha-Richmann college students’ learning styles of classroom participation: Role of gender and major. Journal of Advances in Medical Education & Professionalism, 2(3), 103-110.
Barman, A., & Muhamed Yusoff, Y. (2014). Learning style awareness and academic performance of students. South‐East Asian Journal of Medical Education, 8(1), 47-51.
Celce-Murcia, M., & McIntosh, L. (1991). Teaching English as a second or foreign language. The Electronic Journal for English as a Second Language, 5(4).
Chetty, N. D. S., Handayani, L., Sahabudin, N. A., Ali, Z., Hamzah, N., Rahman, N. S. A., & Kasim, S. (2019). Learning styles and teaching styles determine students' academic performances. International Journal of Evaluation and Research in Education, 8(4), 610-615.
Cimermanová, I. (2018). The effect of learning styles on academic achievement in different forms of teaching. International Journal of Instruction, 11(3), 219-232.
Cohen, J., Dunbar, K., & McClelland, J. (1989). Control of automatic processes: A parallel distributed processing account of the Stroop effect. Technical report.
Csapo, N., & Hayen, R. (2006). The role of learning styles in the teaching/learning process. Issues in information systems, 7(1), 129-133.
Dunn, R., & Stevenson, J. M. (1997). Teaching diverse college students to study with a learning-styles prescription. College Student Journal, 31, 333-339.
Ellis, R. (1993). The structural syllabus and second language acquisition. TESOL Quarterly, 27(1), 91-113.
Fotos, S. S. (1993). Consciousness-raising and noticing through focus on form: Grammar task performance versus formal instruction. Applied linguistics, 14(4), 385-407.
Ghasemi, M., Rafieepour, A., Asghari, M., Abbassinia, M., Tabbak, R., Ahmadnezhad, I., & Dormohammadi, A. (2014). Survey of learning styles of the students in the Department of Health in Arak University of Medical Sciences based on Kolb’s Model. International Research Journal of Applied and Basics Sciences, 8(9), 1442-1446.
Graf, S., Lin, T. & Kinshuk, A. (2005). Improving student modeling: the relationship between learning styles and cognitive traits. In In Proceedings of IDIS International Conference on Cognition and Exploratory Learning Digital Age (CELDA2005), 1-8.
Grasha, A. F. (1996). Teaching with style: A practical guide to enhancing learning by understanding teaching and learning styles. Alliance publishers.
Guisande, M. A., Páramo, M. F., Tinajero, C., & Almeida, L. S. (2007). Field dependence-independence (FDI) cognitive style: An analysis of attentional functioning. Psicothema, 19(4), 572-577.
Hamidah, J. S., Sarina, M. N., & Jusoff, K. (2009). The social interaction learning styles of science and social science students. Asian Social Science, 5(7), 58-64.
Harley, B. (1993). Instructional strategies and SLA in early French immersion. Studies in Second Language Acquisition, 15(2), 245-259.
Huseynpur, B., & Sadeghoghli, H. (2015). Iranian students' learning styles. Journal of Applied Linguistics (Dubai), 1(3), 21-30.
Ibrahim, N., & Ramli, N. (2010). A comparative study on the learning styles of second-year education (living skills) students and the teaching styles of their lectures. Retrieved on july, 9, 2012.
İlçin, N., Tomruk, M., Yeşilyaprak, S. S., Karadibak, D., & Savcı, S. (2018). The relationship between learning styles and academic performance in TURKISH physiotherapy students. BMC medical education, 18(1), 1-8.
Izadi, S., & Mohammadzadeh Edmolaee, R. (2008). A Study of Relationship between Learning Styles, Personality Charac-teristics and Academic Performance. Teaching and Learning Research, 5(2), 15-28.
Izumi, S. (2002). Output, input enhancement, and the noticing hypothesis: An experimental study on ESL relativization. Studies in Second Language Acquisition, 24(4), 541-577.
Larsen-Freeman, D., & Long, M. H. (2014). An introduction to second language acquisition research. Routledge.
Li, C. (2012). An Investigation of Chinese Students' Learning Styles at an English-medium University in Mainland China. Theory and Practice in Language Studies, 2(1), 6.
Mahamod, Z., Embi, M. A., Yunus, M. M., Lubis, M. A., & Chong, O. S. (2010). Comparative learning styles of Malay language among native and non-native students. Procedia-Social and Behavioral Sciences, 9, 1042-1047.
Malek, A., Hekmati, I., Amiri, S., Pirzadeh, J., & Gholizadeh, H. (2013). The standardization of Victoria Stroop color-word test among Iranian bilingual adolescents. Archives of Iranian Medicine, 16(7), 380-385.
Marrison, D. L., & Frick, M. J. (1994). The effect of agricultural students’ learning styles on academic achievement and their perceptions of two methods of instruction. Journal of Agricultural Education, 35(1), 26-30.
Meyer, B., Haywood, N., Sachdev, D., & Faraday, S. (2008). What is independent learning and what are the benefits for students. Department for Children, Schools and Families Research Report, 51.
O'Connor, T. (1997). Using learning styles to adapt technology for higher education. Retrieved April, 17, 2006.
Onyekuru, B. U. (2015). Field Dependence-Field Independence Cognitive Style, Gender, Career Choice and Academic Achievement of Secondary School Students in Emohua Local Government Area of Rivers State. Journal of Education and Practice, 6(10), 76-85.
Riazi, A., & Mansoorian, M. A. (2008). Learning style preferences among Iranian male and female EFL students. The Iranian EFL Journal, 2, 88-100.
Riding, R., & Cheema, I. (1991). Cognitive styles—an overview and integration. Educational psychology, 11(3-4), 193-215.
Robinson, P. (1995). Attention, memory, and the “noticing” hypothesis. Language learning, 45(2), 283-331.
Robinson, P., Mackey, A., Gass, S. M., & Schmidt, R. (2013). Attention and awareness in second language acquisition. In The Routledge handbook of second language acquisition (pp. 265-285). Routledge.
Schmidt, R. (1995). Consciousness and foreign language learning: A tutorial on the role of attention and awareness in learning. Attention and awareness in foreign language learning, 9, 1-63.
Schmidt, R. (2012). Attention, awareness, and individual differences in language learning. In Perspectives on individual characteristics and foreign language education (pp. 27-50). De Gruyter Mouton.
Schmidt, R. W. (1990). The role of consciousness in second language learning1. Applied Linguistics, 11(2), 129-158.
Strauss, E., Sherman, E. M., & Spreen, O. (2006). A compendium of neuropsychological tests: Administration, norms, and commentary. American Chemical Society.
Witkin, H. A., & Goodenough, D. R. (1976). Field dependence revisited. ETS Research Bulletin Series, 1976(2),80-85.
Zhang, L.-f., & Sternberg, R. J. (2005). A threefold model of intellectual styles. Educational Psychology Review, 17(1), 1-53.
Zhang, L., Ding, C., Li, H., Zhang, Q., & Chen, A. (2013). The influence of attentional control on stimulus processing is category-specific in Stroop tasks. Psychological Research, 77(5), 599-610.