Investigating the Most Influential Learning Style Contributing to Test Performance and Strategy Use of Iranian EFL Learners in Reading Skill
الموضوعات :
Mohammad Sadegh Bagheri
1
(Department of English Language, Shiraz Branch, Islamic Azad University, Shiraz, Iran)
Mansoureh Sajjadi
2
(Department of English Language, Shiraz Branch, Islamic Azad University, Shiraz, Iran)
Firooz Sadighi
3
(Department of English Language, Shiraz Branch, Islamic Azad University, Shiraz, Iran)
الکلمات المفتاحية: learning strategies, learning style variations, activist,
ملخص المقالة :
This experimental study considered the effects of learning style variations on EFL learners’ performance in different question types of the reading skill and their strategies to get higher scores. To achieve such goals, ninety learners with different academic backgrounds from IELTS classes of Shukuh English Language Institute in Tehran, participated in this study. The researcher first utilized two questionnaires with regard to learning styles and strategy uses. According to the Kolb’s questionnaire it is believed that learners have Activist, Theorist, Pragmatist and Reflector learning styles. A majority of candidates were recognized as Reflector but activist candidates had a better performance in IELTS and also for strategy use. In considering learning style variation according to the results of the one-way analysis of variance, we were on the safe side to say that variation due to belonging to different style groups causes variation of performance for Yes, No, not given questions in reading skill. The most favorable learning strategy of the activist learners, who were the most successful students according to their band scores, was making summaries which had not only the highest frequency, but also the highest weighted sum.
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