Matches in SemOpenAlex for { <https://semopenalex.org/work/W931865021> ?p ?o ?g. }
Showing items 1 to 82 of
82
with 100 items per page.
- W931865021 startingPage "67" @default.
- W931865021 abstract "ABSTRACTOxford (2003) believes that learning styles are the general approaches that learners utilize in acquiring a new language or in learning any other subjects. Different scholars identify different categories for learning styles. Willing (1988) identifies the four types of learners as concrete learners, analytical learners, communicative learners and authority-oriented learners. The present study aims at investigating the significant relationship (if any) between Iranian EFL learners' learning style preferences and their reading comprehension ability. To this end ninety Iranian EFL students were selected. They were from University of Sistan and Baluchestan and Islamic Azad University of Zahedan. The data was collected through a learning style questionnaire and a TOEFL reading comprehension test. Willing's learning style questionnaire is a four-point Likert scale consisting of four categories (Communicative, Concrete, Authority-Oriented, and Analytical learners) with 24 items modified based on the Iranian EFL university students' learning. Its reliability using Cronbach Alpha was proved to be 0.844 (Shirini Bidabadi & Yamat, 2010). The other instrument used for this study was a TOEFL reading comprehension test including six passages with 30 multiple-choice questions. The Statistical Package for Social Sciences, version 19, was applied for data analysis. The Pearson Product-moment Correlation analysis showed that there were statistically significant association between Iranian EFL learners' learning styles and their reading comprehension ability at pKEYWORDS: learning style preferences; reading comprehension ability; efl learner.IntroductionLanguage learning styles appear to be among the most important variables influencing performance in a second language. Keefe (1979, p.4) defines learning styles as affective, and physiological traits that are relatively stable indicators of how learners perceive, interact with, and respond to the learning Seif (2001) believes that individuals acquire learning styles and techniques according to their individual differences like other abilities through experience. Besides, Carson and Longhini (2002) believe learning styles indicate that how a learner perceives, interacts with, and responds to the environment. It is worth mentioning that the identification of learner's learning styles helps educational planners and teachers provide learners with necessary educational support and supplies because learning styles are influential factors in learners' learning (Anderson, & Elloumi, 2004).Willing's Learning StyleAccording to Willing (1988), learning style is inherent and pervasive and is a blend of cognitive, affective, and behavioral elements. Willing (1988) stressed that an individual's learning style is an intrinsic and innate behavior that individual has in him which is influenced by several factors in their life that has caused them to have a particular learning style or preferences.Willing's (1988) learning style questionnaire is the most suitable one to investigate the language learners' learning style. The four types of learners identified by Willing through the questionnaire are concrete learners, analytical learners, communicative learners and authority-oriented learners. Nunan (1991) identified diffement kinds of tasks that these four types of learners prefer. According to Nunan, concrete learners tend to like games, pictures, films, video, using cassettes, talking in pairs and practicing English outside class. Analytical learners like studying grammar, studying English books and reading newspapers, studying alone, finding their own mistakes and working on problems set by the teacher. …" @default.
- W931865021 created "2016-06-24" @default.
- W931865021 creator A5085806636 @default.
- W931865021 creator A5090513792 @default.
- W931865021 date "2014-03-01" @default.
- W931865021 modified "2023-09-26" @default.
- W931865021 title "The Relationship between Iranian Efl Learners' Learning Style Preferences and Their Reading Comprehension Ability" @default.
- W931865021 hasPublicationYear "2014" @default.
- W931865021 type Work @default.
- W931865021 sameAs 931865021 @default.
- W931865021 citedByCount "0" @default.
- W931865021 crossrefType "journal-article" @default.
- W931865021 hasAuthorship W931865021A5085806636 @default.
- W931865021 hasAuthorship W931865021A5090513792 @default.
- W931865021 hasConcept C105776082 @default.
- W931865021 hasConcept C106906290 @default.
- W931865021 hasConcept C123960582 @default.
- W931865021 hasConcept C138496976 @default.
- W931865021 hasConcept C138885662 @default.
- W931865021 hasConcept C145420912 @default.
- W931865021 hasConcept C151730666 @default.
- W931865021 hasConcept C15744967 @default.
- W931865021 hasConcept C166957645 @default.
- W931865021 hasConcept C171606756 @default.
- W931865021 hasConcept C18563106 @default.
- W931865021 hasConcept C2776445246 @default.
- W931865021 hasConcept C2777267654 @default.
- W931865021 hasConcept C2778780117 @default.
- W931865021 hasConcept C2781285556 @default.
- W931865021 hasConcept C41895202 @default.
- W931865021 hasConcept C554936623 @default.
- W931865021 hasConcept C86803240 @default.
- W931865021 hasConcept C95457728 @default.
- W931865021 hasConceptScore W931865021C105776082 @default.
- W931865021 hasConceptScore W931865021C106906290 @default.
- W931865021 hasConceptScore W931865021C123960582 @default.
- W931865021 hasConceptScore W931865021C138496976 @default.
- W931865021 hasConceptScore W931865021C138885662 @default.
- W931865021 hasConceptScore W931865021C145420912 @default.
- W931865021 hasConceptScore W931865021C151730666 @default.
- W931865021 hasConceptScore W931865021C15744967 @default.
- W931865021 hasConceptScore W931865021C166957645 @default.
- W931865021 hasConceptScore W931865021C171606756 @default.
- W931865021 hasConceptScore W931865021C18563106 @default.
- W931865021 hasConceptScore W931865021C2776445246 @default.
- W931865021 hasConceptScore W931865021C2777267654 @default.
- W931865021 hasConceptScore W931865021C2778780117 @default.
- W931865021 hasConceptScore W931865021C2781285556 @default.
- W931865021 hasConceptScore W931865021C41895202 @default.
- W931865021 hasConceptScore W931865021C554936623 @default.
- W931865021 hasConceptScore W931865021C86803240 @default.
- W931865021 hasConceptScore W931865021C95457728 @default.
- W931865021 hasIssue "1" @default.
- W931865021 hasLocation W9318650211 @default.
- W931865021 hasOpenAccess W931865021 @default.
- W931865021 hasPrimaryLocation W9318650211 @default.
- W931865021 hasRelatedWork W1733117390 @default.
- W931865021 hasRelatedWork W1944981580 @default.
- W931865021 hasRelatedWork W1957303935 @default.
- W931865021 hasRelatedWork W2050455456 @default.
- W931865021 hasRelatedWork W2053252440 @default.
- W931865021 hasRelatedWork W2095988783 @default.
- W931865021 hasRelatedWork W2126654874 @default.
- W931865021 hasRelatedWork W2126786708 @default.
- W931865021 hasRelatedWork W2183688739 @default.
- W931865021 hasRelatedWork W2256045948 @default.
- W931865021 hasRelatedWork W2477869758 @default.
- W931865021 hasRelatedWork W2496405485 @default.
- W931865021 hasRelatedWork W2554598263 @default.
- W931865021 hasRelatedWork W2598567228 @default.
- W931865021 hasRelatedWork W2602051313 @default.
- W931865021 hasRelatedWork W2909135821 @default.
- W931865021 hasRelatedWork W2929238132 @default.
- W931865021 hasRelatedWork W2968009131 @default.
- W931865021 hasRelatedWork W3094568496 @default.
- W931865021 hasRelatedWork W2127362579 @default.
- W931865021 hasVolume "4" @default.
- W931865021 isParatext "false" @default.
- W931865021 isRetracted "false" @default.
- W931865021 magId "931865021" @default.
- W931865021 workType "article" @default.