The Relationship between High School Learners’ Learning Styles and Their Reading Comprehension Performance
محورهای موضوعی : Journal of Teaching English Language Studies
Hamed Badpa
1
(
دانشگاه دریانوردی و علوم دریایی چابهار
)
کلید واژه: Learner’s cognitive style, Teacher’s awareness, Reading Comprehension, Learning Style ,
چکیده مقاله :
The study involved a total of 70 participants who were selected from Besharat High School in Chabahar. To determine their English proficiency level, the participants were administered a Longman placement test at the beginning of the study. The Brindley Questionnaire (1984), version 1, was utilized to identify how the students preferred to receive information. Additionally, version 2 of the questionnaire, which was designed for teachers, was used to assess their awareness of their students' preferred learning styles. Reading tests were also conducted to establish a connection between students' learning styles and their reading performance. The statistical analysis revealed that learners' learning styles could be categorized into three sections: ways of learning, working styles, and vocabulary learning. Furthermore, the analysis indicated that teachers were indeed aware of their students' preferred learning styles. The results of the study demonstrated a positive medium level of correlation (0.402) between students' learning styles in ways of learning and their reading performance, as well as a high level of correlation (0.916) between students' learning styles in vocabulary learning and their reading performance. In summary, the findings suggest that teachers' awareness of students' learning preferences can significantly impact their learning and reading skills. These findings hold great potential for EFL teachers, EFL learners, syllabus designers, and supervisors.
The study involved a total of 70 participants who were selected from Besharat High School in Chabahar. To determine their English proficiency level, the participants were administered a Longman placement test at the beginning of the study. The Brindley Questionnaire (1984), version 1, was utilized to identify how the students preferred to receive information. Additionally, version 2 of the questionnaire, which was designed for teachers, was used to assess their awareness of their students' preferred learning styles. Reading tests were also conducted to establish a connection between students' learning styles and their reading performance. The statistical analysis revealed that learners' learning styles could be categorized into three sections: ways of learning, working styles, and vocabulary learning. Furthermore, the analysis indicated that teachers were indeed aware of their students' preferred learning styles. The results of the study demonstrated a positive medium level of correlation (0.402) between students' learning styles in ways of learning and their reading performance, as well as a high level of correlation (0.916) between students' learning styles in vocabulary learning and their reading performance. In summary, the findings suggest that teachers' awareness of students' learning preferences can significantly impact their learning and reading skills. These findings hold great potential for EFL teachers, EFL learners, syllabus designers, and supervisors.
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