EFL learners' learning styles and their reading performance

Abstract

Language learners struggle with achieving their highest reading competence, particularly when they sit standardized tests with authentic advanced passages. The related literature shows a significant gap in suggesting specific techniques or strategies for individuals to develop a reading competence. To fill this gap, this study investigated the potential relationship between EFL learners' reading performance and their learning styles. One hundred thirty-seven participants were administered the TOEFL PBT for their recruitment test, at which the reading scores were evaluated and analyzed. Ehrman and Leaver’s Questionnaire (2003) was used to classify participants’ learning styles in an ectenic-synoptic continuum. We used the Pearson Product Moment Correlation Coefficient to find any potential correlation between learners' performance and their scores as an ectenic or a synoptic learner. The results revealed a positive correlation between synoptic learners and success in the reading tasks. Consequently, a regression model provided the classification of successful learners at reading tests. Knowing that teachers have a variety of learners in their classes and their preferred learning styles can help course instructors to design activities that will exercise a range of cognitive processes and perspectives.

Factors influencing second language learning based on the research of Lightbown and Spada

“…The acknowledged mediating role of learner beliefs in the classroom further underscores their significance. Additionally, when these beliefs (or metacognitive knowledge) act as mediators, they possess the capacity to influence both learners and teachers, shaping their behavior ( Alanen, 2003 ; Banaruee et al, 2022 ).…”

Effectiveness of One-way and Two-way Tasks in ESP Writing Courses

“…Grosse (1988) states that small-group work for the ESP classroom can improve the quality of learning among language learners and address the affective needs of the learners, resulting in an increased level of motivation among them. Furthermore, current literature (e.g., see Askari et al, 2017;Banaruee et al, , 2022Khatin-Zadeh et al, 2023;Yarahmadzehi & Banaruee, 2017;Yazdani-Fazlabadi & Khatin-Zadeh, 2016; argues the significance of considering personality and learning styles in teaching and learning. In the majority of the previous studies, learners were more successful in contexts where they received appropriate and well-designed tasks which were more personality-wise and cognitively relevant.…”