scholarly journals The Relationship Between Learning Styles And Learning Strategies of Turkish Teacher Candidates

2013 ◽  
Vol Volume 8 Issue 1 (8) ◽  
Author(s):  
Erhan DURUKAN
Keyword(s):  
Learning Styles ◽  
Learning Strategies ◽  
Teacher Candidates ◽  
The Relationship

scholarly journals An Investigation of the Relationship between Language Learning Strategies and Learning Styles in Turkish Freshman Students

2017 ◽  
Vol 10 (4) ◽  
pp. 53
Author(s):  
Ozgul Balci
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Future Research ◽  
Language Learning Strategies ◽  
Freshman Students ◽  
Faculty Of Education ◽  
Education In Turkey ◽  
The Relationship

The purpose of this study is to determine the relationship between the language learning strategies of freshman students and their learning styles. This study is a descriptive research and employs a relational screening model. Participants of the study were 328 freshman students majoring in different fields at Necmettin Erbakan University Ahmet Keleşoğlu Faculty of Education in Turkey. Data were collected via Turkish version of “Strategy Inventory of Language Learning (SILL)”, originally developed by Oxford (1990) and adapted into Turkish by Cesur and Fer (2007) and “Big 16 Learning Modality Inventory” by Şimşek (2002). Data were analyzed by using descriptive statistics and the Pearson’s correlation coefficient. The research results revealed that learning styles have a significant effect on language learning strategy use. The results and implications of the study are discussed and suggestions for future research are offered.

The Impact of Foreign Language Learning Style on Strategies Preferences in Art Colleges

2014 ◽  
Vol 971-973 ◽  
pp. 2677-2680
Author(s):  
Di Jiao
Keyword(s):  
Foreign Language ◽  
Learning Styles ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Style ◽  
Foreign Language Learning ◽  
English Learning ◽  
Factors Affecting ◽  
The Impact ◽  
The Relationship

Factors affecting students’ English learning performances are always debated among language researchers. This research is carried out in art colleges to figure out the students’ preferences in learning styles and learning strategies as well as the relationship between them. Questionnaires have been applied and data have been dealt with by SPSS. This research has shown that students in the art college tend to be visual and individual learners, and thus they prefer to adopt metacognitive, memory and affective strategies.

scholarly journals The Relationship Between EFL Students’ Perceptual Learning Styles and Their Language Learning Strategies in Saudi Arabia

2018 ◽  
Vol 9 (1) ◽  
pp. 69
Author(s):  
Sulaiman Alnujaidi
Keyword(s):  
Saudi Arabia ◽  
Learning Styles ◽  
Language Learning ◽  
Perceptual Learning ◽  
Learning Strategies ◽  
College Level ◽  
Language Learning Strategies ◽  
Efl Students ◽  
Perceptual Learning Styles ◽  
The Relationship

This study investigated the relationship between EFL students’ Perceptual Learning Styles (PLS) and their Language Learning Strategies (LLS). A group of (155) college-level EFL students in Saudi Arabia was surveyed. Reid’s learning styles model was employed to identify the participants’ PLS. Oxford’s language learning strategies model was used to identify the participants’ LLS. The study’s results showed that the most preferred learning styles among students were kinesthetic, auditory, and group PLS respectively. It was also found that the most frequently used language learning strategies among students were metacognitive, social, and cognitive LLS respectively. The study revealed a statistically significant relationship between participants’ perceptual learning styles and their language learning strategies.

scholarly journals Examining the Relationship Between Turkish Teacher Candidates’ Metacognitive Learning Strategies and Critical Listening Attitudes

2021 ◽  
Vol 9 (S1-May) ◽  
pp. 145-153
Author(s):  
Fatih Can
Keyword(s):  
Learning Strategies ◽  
Teacher Candidates ◽  
Teacher Education Program ◽  
Survey Design ◽  
Attitude Scale ◽  
Grade Point ◽  
Metacognitive Learning ◽  
Faculty Of Education ◽  
Listening Behaviors ◽  
The Relationship

This study aims at examining the relationship between Turkish teacher candidates’ metacognitive learning strategies and critical listening attitudes as well as determining whether theircritical listening attitudes and the use of metacognitive learning strategies vary with gender, age, year in college, and grade point average (GPA). Accordingly, a correlational survey design was used. The sample of the study consists of 191 Turkish teacher candidates studying at the Turkish teacher education program of Amasya University, Faculty of Education. The Metacognitive Learning Strategies Determining Scale developed by Gündoğan Çöğenli & Güven (Bilişüstü…) and the Critical Listening Attitude Scale developed by Taşkın were used as data collection tools. The data were analyzed using statistical package software SPSS 22.0. T-test, ANOVA, and correlation analysis were performed. A positive correlation was determined between Turkish teacher candidates’ critical listening behaviors and the use of metacognitive learning strategies.We believe that the findings of this study will contribute to determining critical listening attitudes.

scholarly journals Investigating the Relationship between Learning Styles and ESP Reading Strategies in Academic Setting

2018 ◽  
Vol 7 (3) ◽  
pp. 156 ◽  
Author(s):  
Parviz Ajideh ◽  
Mohammad Zohrabi ◽  
Kazem Pouralvar
Keyword(s):  
Learning Styles ◽  
Learning Strategies ◽  
Learning Style ◽  
Reading Strategies ◽  
Cognitive Strategies ◽  
Self Report ◽  
Islamic Art ◽  
Science Students ◽  
Art And Science ◽  
The Relationship

The present study investigated the relationship between Art and Science students’ learning styles and their ESP reading strategies in academic settings. Learning styles are defined as general orientations learners take toward their learning experiences. This notion has recently obtained attention in the area of language learning. Strategies are also defined as specific behaviours or techniques learners employ towards leaning in order to achieve their learning goals. The strategies chosen are often linked to the individual's learning style. The purpose of this study was to identify Art and Science students’ major learning style preferences and their strategies they employ to tackle their reading materials in ESP courses at Tabriz Islamic Art University. To this end, 313 Art and Science students at Tabriz Islamic Art University answered two self-report questionnaires (PLSPQ and SORS) to identify their major and minor learning styles as well as their reading strategies in ESP reading. In order to find any relationship between the students’ preferred learning style (s) and their reading strategies in ESP, Pearson Product Moment Coefficient r was used to analyze the participants’ answers to the questionnaires. The results showed that Art students favored Kinesthetic, Auditory, Visual and Tactile learning styles as their major learning styles while Science students showed preference to only Kinesthetic Learning style as their major learning style and other learning styles as their minor ones. It was also found that the most dominant reading strategies both Art and Science students apply in reading their ESP texts was cognitive strategies. Correlational analyses of their major learning styles and their reading strategies are discussed.

RELATIONSHIP BETWEEN LEARNING STRATEGIES AND MOTIVATION OF DISTANCE LEARNERS

2021 ◽  
Vol 9 (3) ◽  
pp. 617-625
Author(s):  
Hamid Ikram ◽  
Shahnaz Perveen ◽  
Hafsa Javed
Keyword(s):  
Learning Styles ◽  
Learning Strategies ◽  
Extrinsic Motivation ◽  
Research Work ◽  
Male Students ◽  
Distance Learners ◽  
Intrinsic And Extrinsic Motivation ◽  
University Level ◽  
The University ◽  
The Relationship

Purpose of the study: The study aimed to discover the learning strategies of distance learners and their relationship with their intrinsic and extrinsic motivation. Methodology: The study followed a quantitative correlational research design. The study sample comprised 550 female and male students enrolled as distance learners at the university level. The tool of learning strategies MSLQ was adopted from Pintrich et al. (1991) and the scale of intrinsic and extrinsic motivation was adopted from Lepper et al. (2005). The data were analyzed through descriptive and inferential statistical techniques. Main Findings: The findings of the inquiry concluded that the learning strategies of distance learners were directly associated with both intrinsic and extrinsic motivations. Applications of this study: This study is applicable to assess the intrinsic and extrinsic motivation of distance learners enrolled at the university level. Moreover, this study is helpful to understand the relationship between the motivation of learners and their learning styles. Novelty/Originality of this study: Much of the research work has been done in the mainstream education sector, but there is a shortage of empirical data on the relationship between the learning styles of distance learners and their motivation. Thus, this research could be a torchbearer in this area.

scholarly journals The relationship between Personality Traits, Learning Styles and Academic Performance of E-Learners

Open Praxis ◽  
2018 ◽  
Vol 10 (3) ◽  
pp. 249 ◽  
Author(s):  
Nabia Luqman Siddiquei ◽  
Dr Ruhi Khalid
Keyword(s):  
Academic Performance ◽  
Learning Styles ◽  
Personality Traits ◽  
Learning Strategies ◽  
Learning Style ◽  
Big Five ◽  
Policy Makers ◽  
Grade Point ◽  
E Learning ◽  
The Relationship

The rapid growth of e-learning has greatly influenced the educational system across the globe. Personality traits and learning styles are both likely to play considerable roles in influencing academic achievement of e-learners. Based on this foundation, a study was designed that attempts to establish the missing links between personality traits, learning styles, and academic performance of students enrolled in various e-learning courses. University students (N=144) completed the Big Five Inventory (BFI), Index of Learning Style (ILS) and reported their grade point average (GPA). One of the Big Five traits i.e. extraversion was positively related with all four learning styles whereas neuroticism was negatively related with all four learning styles. It has also been revealed that GPA was positively correlated with three personality traits and was negatively correlated with neuroticism. Similarly GPA was positively correlated with three learning styles. Finally, there were no significant differences in learning styles and personality traits of e-learners in terms of gender. Implications of these results are expected to help academics, managers, and policy makers for implementation of future e-learning strategies in Pakistan.

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