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• W97676672 abstract "AbstractThe intent of present study was to investigate correlation between students' preferred learning styles and their reading comprehension. As such, objectives of this study were two-fold. The primary objective of study was to examine relationship between language learning styles and reading comprehension among Iranian medical students at Shiraz University of Medical Sciences. The second objective of study was to investigate Iranian medical students' preferred learning styles. To this end, a 20-item reading comprehension test and a 30-item learning style preference questionnaire were distributed among 95 male and female Iranian medical students. The data gathered were analyzed descriptively utilizing central tendency (mean and standard deviation). Moreover, collected data were analyzed inferentially using independent t-test and correlation. Learning styles were found to be significantly correlated with English proficiency between two groups (i.e., high and low proficiency). The most preferred learning style for both groups was reflective style, while intuitive learning style was their least preferred learning style when they read English texts.Key Words: Cognitive Learning Styles, English as a Foreign Language, English for Specific Purposes, Reading Comprehension, Index of Learning Styles.1. IntroductionThe ability to read English efficiently and effectively as a second or foreign language (ESL/EFL) is most fundamental skill that influences student success at different academic levels (Koda & Zehler, 2008). In Iranian context, Iranian ESP (English for Specific Purposes) instructors consider EFL reading as core of instruction to help students to gain a high level of competence in academic literacy (Ghonsooli & Eghtesadee, 2006; Noora, 2008). In a similar vein, for many Iranian university students, reading is regarded as most important of four language skills, alongside listening, speaking, and writing (Sajadi & Oghabi, 2011). The usual justification for this is that comprehension of English text is an important tool for obtaining information about latest technological and scientific developments in different fields of science (Jafari & Shokrpour, 2012). Moreover, ability to comprehend English well also provides Iranian ESP students with better opportunities to gain a wide range of knowledge as well as skills and a capability to compete in job market and communicate well in social and professional settings (Erfani, Iranmehr, & Davari, 2010). Having high competence in comprehending academic is an important vehicle, especially for those students intending to enter and join a profession like medicine, where a huge amount of the research literature produced is in English as well as many of most widely-used texts (Malcolm, 2012, p. 4). Therefore, not only would ability to read English well lead medical sciences students to academic and educational success but it is also an important tool for professional accomplishment. However, there is a huge gap between Iranian medical sciences students' reading abilities and higher competence expected from EFL university students. That is, many medical sciences students in Iran possess low-level text comprehension and text interpretation skills (R. Kafipour, personal communication, August 2,2012).The comprehension problems of Iranian medical students can perhaps be attributed to a variety of factors including ineffective use of reading strategies, not well developed teaching methodologies, students' lack of vocabulary, reading motivation, and language learning style(Al-Shaye, 2002; Bernhardt, 2005; Ehrman, Leaver & Oxford, 2003; Lee, 2007; Morgan «Sc Fuchs, 2007;Sungur, 2007), which is focus of this study. Studies to date have confirmed a positive relationship between learning styles and students' reading comprehension (Cheng, 2006; Chiu, 2002; Haywood, 2005;Hsu, 2007; Lee, 2004; Miller, 2005; Thomas «Sc Mackey, 2010). …" @default.
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• W97676672 date "2012-12-01" @default.
• W97676672 modified "2023-09-24" @default.
• W97676672 title "Iranian Medical Students' Cognitive Learning Styles in Reading Comprehension Performance" @default.
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