EFL Learners’ Learning Styles and Self-regulated Learning: Do Gender and Proficiency Level Matter?

Nikoopour, Jahanbakhsh; Khoshroudi, Mohammad Shaker

doi:10.17507/jltr.1204.13

Cited by 8 publications

(7 citation statements)

References 45 publications

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“…In contrast, students with lower academic achievement preferred SRL strategies that involve other people such as seeking help from classmates and instructors. Nikoopour and Khoshroudi (2021) investigated 200 students with different levels of English proficiency based on TOEFL score. They found that the higher the students" score, the more self-regulated they were.…”

Section: Discussionmentioning

confidence: 99%

The Investigation of Self-Regulated Learning among Low Proficiency EFL Students

Imsri

Sangpoom²

2022

WJEL

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This study aimed at investigating (1) the characteristics of self-regulated learning (SRL) among low proficiency EFL students and (2) the variation for SRL among students with different English proficiency. Participants were 85 Thai university students who were categorized as low proficiency EFL students based on their Test of English for International Communication (TOEIC) score. These students were divided into two groups: G1 and G2. The results revealed that students in the G1 group had a significantly lower TOEIC score than the students in the G2 group. For the investigation of SRL, the exploratory factor analyses (EFA) demonstrated ten subscales: Five for motivational and five for learning strategy factors. Multiple regressions that determined the influences of SRL on proficiency revealed that the students who possessed higher task value and intrinsic goal orientation were more proficient. On the contrary, if the students had higher test anxiety, they were less proficient. Students in the G1 and G2 groups differed significantly for extrinsic goal orientation. The students in the G2 group (with higher TOEIC score) had more extrinsic goal orientation than did the G1 group students. For Learning strategy in SRL, a multiple regression for learning strategy factors revealed that there were correlations between elaboration and critical thinking and proficiency of Thai EFL students. This factor was a significant predictor of the variation of proficiency. Significant differences were also found between the G1 and G2 groups in peer learning. The lower proficient group tended to rely more on their peers and seek for help. For pedagogical implications, teachers need to provide motivational environments in order to improve the mental state of low proficiency students. Attention should be paid to students who cannot perform well in class in order to raise their confidence and lessen anxiety in learning English.

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Section: Discussionmentioning

confidence: 99%

The Investigation of Self-Regulated Learning among Low Proficiency EFL Students

Imsri

Sangpoom²

2022

WJEL

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“…For instance, the impact of learning strategies on English language teaching has been widely recognised (Khansir et al, 2021). Additionally, the influence of learning styles on ESL students and the importance of learner autonomy in the foreign language classroom have been subjects of considerable research (Nikoopour & Khoshroudi, 2021). Moreover, the shift towards independent learning and the adoption of innovative teaching methods have been highlighted as significant developments in English language teaching (Robin et al, 2021;Thomas, 2022).…”

Section: English Language Learning (Ell) In Malaysiamentioning

confidence: 99%

Digital Storytelling: A Catalyst to Enhance English Language Learning in Malaysia

Lim,

Hashim

2024

IJARBSS

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English Language Learning (ELL) stands as a pivotal subject in worldwide education, gaining increasing significance in the landscape of 21st-century learning. The integration of Information and Communication Technology (ICT) in ELL, particularly from early childhood, has been a focal point. Nonetheless, a knowledge gap persists concerning the challenges and possibilities linked to the incorporation of Digital Storytelling (DST) within the Malaysian educational context. This conceptual paper explores the transformative role of DST as a catalyst for advancing ELL in the Malaysian educational landscape. Through an analysis of the global and Malaysian context, the paper sheds light on the unique opportunities and challenges associated with implementing DST in ELL. Additionally, it delves into the impact of DST on language skills, creative thinking, and critical analysis, offering insights that resonate with the goals of the Malaysian Education Blueprint and align with the aspirations of Sustainable Development Goal 4. The findings contribute to the ongoing discourse on effective strategies to enhance language education, particularly within the diverse and multicultural framework of Malaysia.

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“…The results of the study also showed that these individual characteristics also allow teachers to provide their learners with methodologies that are appropriate for their style preferences. In a recent study, Nikoopour and Khoshroudi (2021) investigated the effect of LSs on learners' self-regulated learning based on gender and their level of proficiency. The results showed a significant positive correlation between the LSs and self-regulated learning; however, male and female learners were found to have similar self-regulated learning strategies.…”

Section: Learning Styles and Language Learningmentioning

confidence: 99%

“…A number of studies have employed the theories of LSs in language learning contexts. Most of them have found significant relationships between LSs and learners' learning (e.g., Gokalp, 2013;JilardiDamavandi et al, 2011;Nikoopour & Khoshroudi, 2021). However, Gappi (2013) revealed no significant relationship between learners' LSs preferences and their achievements.…”

Section: Purpose Of the Studymentioning

confidence: 99%

Learning styles and task preferences in online language courses: Match or mismatch?

Hosseini

Mehraein

2022

CJES

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Despite the widespread recognition of learning styles (LSs) in online language learning contexts, there seems to be a paucity of research on their direct role in learners’ task preferences. Therefore, this article aims to investigate the role of LSs in learners' preferences for the specific tasks added to the typical online English learning classrooms. To accomplish this objective, data were collected through a questionnaire of LSs, task ratings and semi-structured interviews. The quantitative data revealed learners with certain dominant LSs had preferences for tasks with features consistent with their individual characteristics. The thematic data analyses went further by showing that an awareness of LSs could help learners better select their preferred tasks. It is concluded that online instructors could use tasks with specific features based on the learners’ LSs and help them have an awareness of their individual characteristics in order that they can benefit more from the instructional materials. Keywords: Learning styles, online classroom, task design, individual differences, task features

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EFL Learners’ Learning Styles and Self-regulated Learning: Do Gender and Proficiency Level Matter?

Cited by 8 publications

References 45 publications

The Investigation of Self-Regulated Learning among Low Proficiency EFL Students

The Investigation of Self-Regulated Learning among Low Proficiency EFL Students

Digital Storytelling: A Catalyst to Enhance English Language Learning in Malaysia

Learning styles and task preferences in online language courses: Match or mismatch?

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