Auditory and kinaesthetic learning styles and L2 achievement: A correlational study

Abstract

This study investigated undergraduate non-English major university students’ auditory and kinaesthetic learning styles and their relationships to second language (L2) achievement in English. It was conducted to resolve the conflicting findings in the literature on the directions and strength of the relationships between learners’ learning styles and their achievements and to investigate the field in relatively under-researched Indonesian participants. The study used a survey as the method of data collection and found out that learners used auditory slightly more dominantly from kinaesthetic, yet both learning styles were merely used at low to moderate levels. The study further found very weak and statistically not significant associations between these learning styles and L2 achievements, suggesting that contrary to various learning theories highlighting the importance of learners’ learning styles in L2 learning, these learning styles may not be an important determinant of L2 achievement. Based on the findings, possible future studies are suggested concerning the implications, contributions, and limitations of the study.

Gaya Pembelajaran: Visual, Auditori atau Kinestetik

“…Mereka juga cenderung menghasilkan nota dalam bentuk peta minda. Menurut kajian yang dijalankan oleh Masela & Subekti [32], mereka mendapati bahawa murid yang memiliki kecenderungan gaya pembelajaran visual ini gemar dan selesa belajar di dalam kelas yang mana guru menggunakan pelbagai bahan dalam bentuk visual. Prestasi keputusan peperiksaan mereka juga tinggi kerana mereka lebih mudah memahami pengajaran guru yang dizahirkan dalam bentuk visual.…”

Measuring the Effect of Learning Style Preference on Learners’ Argumentative Essay Writing Across Different Writing Strategies

“…VAK theorists believe that learning will be effective with regard learning styles and utilize the potential of learners. Previous investigations revealed that the VAK model is appropriate to improve writing skills (Masela & Subekti, 2021;Kusumawarti, Subiyantoro, & Rukayah, 2020;Sabarun, Hamidah, & Marsiah, 2020;Aliakbari & Tazik, 2019;Ramadian, Cahyono, & Suryati, 2019;Foroozandehfar & Khalili, 2019;Setyoningsih, 2019;Rahmawati, Cahyono, & Anugerahwati, 2018;Pratama, Rahmawati, & Irfani, 2017;Tyas & Safitri, 2017;Kayalar & Kayalar, 2017;Rahayu, Riyana, & Silvana, 2017;Balci, 2017;Kazemi, Mahdavi-Zafarghand, & Tahriri, 2016;Rambe, 2014). While some scholars have investigated learners' learning style preference in L2 writing, only limited attention has been given on learning style involving writing strategy in writing an argumentative essay as a basis for analysis.…”

Analisis Kemampuan Komunikasi Matematis dan Gaya Belajar Siswa MTsN 3 Aceh Timur

“…Gaya belajar merujuk pada preferensi individu dalam menerima, memproses, dan mengolah informasi (Masela & Subekti, 2021). Beberapa siswa lebih nyaman dengan pendekatan visual, sementara yang lain lebih merespons melalui pendengaran atau tindakan fisik.…”