Field of study, learning styles, and language learning strategies of university students: are there any relations?

Sahragard, Rahman; Khajavi, Yaser; Abbasian, Reza

doi:10.1080/17501229.2014.976225

Cited by 20 publications

(25 citation statements)

References 33 publications

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“…The result of this study with regard to the significant positive relationship between learning styles and language learning strategies is compatible with those of previous studies (Al-Hebaishi, 2012;Baghban, 2012;Ehrman & Oxford, 1988;Ehrman & Oxford, 1990;Jie & Xiaoqing, 2006;Nosratinia, Mojri, & Sarabchian, 2014;Rossi-Le, 1989;Sahragard, Khajavi, & Abbasian, 2016;Shi, 2011;Tsai, 2012). The study conducted by Rossi-Le (1989) is one of the few studies investigating the relationship between perceptual learning style preferences and language learning strategies in learning a second language.…”

Section: Discussionsupporting

confidence: 81%

“…The researcher found significant relationships between learning styles and language learning strategies and reported that the strongest correlation existed between visual learning style and visualization strategies. In a similar way, Sahragard et al (2016) found significant relationships between language learning strategies and perceptual learning styles. The findings of this study with regard to the significant positive relationships between perceptual learning styles and language learning strategies lend support to the study conducted by Rossi-Le (1989) and Sahragard et al (2016).…”

Section: Discussionsupporting

confidence: 50%

“…In a similar way, Sahragard et al (2016) found significant relationships between language learning strategies and perceptual learning styles. The findings of this study with regard to the significant positive relationships between perceptual learning styles and language learning strategies lend support to the study conducted by Rossi-Le (1989) and Sahragard et al (2016). Tsai (2012) found that reading strategies were highly correlated with learning styles in an EFL setting.…”

Section: Discussionsupporting

confidence: 50%

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An Investigation of the Relationship between Language Learning Strategies and Learning Styles in Turkish Freshman Students

Balcı¹

2017

ELT

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The purpose of this study is to determine the relationship between the language learning strategies of freshman students and their learning styles. This study is a descriptive research and employs a relational screening model. Participants of the study were 328 freshman students majoring in different fields at Necmettin Erbakan University Ahmet Keleşoğlu Faculty of Education in Turkey. Data were collected via Turkish version of "Strategy Inventory of Language Learning (SILL)", originally developed by Oxford (1990) and adapted into Turkish by Cesur and Fer (2007) and "Big 16 Learning Modality Inventory" by Şimşek (2002). Data were analyzed by using descriptive statistics and the Pearson's correlation coefficient. The research results revealed that learning styles have a significant effect on language learning strategy use. The results and implications of the study are discussed and suggestions for future research are offered.

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Section: Discussionsupporting

confidence: 81%

Section: Discussionsupporting

confidence: 50%

Section: Discussionsupporting

confidence: 50%

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An Investigation of the Relationship between Language Learning Strategies and Learning Styles in Turkish Freshman Students

Balcı¹

2017

ELT

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“…En este sentido, y fruto de los cambios cognitivos del adulto joven y la mayor especificidad en la formación universitaria, toma protagonismo la autonomía para regular las tareas académicas y las estrategias de aprendizaje desarrolladas en el contexto universitario (Sahragard, Khajavi y Abbasian, 2016). Concretamente, se produce una transformación de los Artículo Original.…”

Section: Introductionunclassified

Motivación y estrategias de aprendizaje en estudiantes de grado en Educación Primaria: análisis según factores académicos y hábitos saludables

Cuberos¹,

Ruz

González-Valero

et al. 2019

Sportis Sci J

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El desarrollo de estrategias de aprendizaje, niveles adecuados de motivación de orientación intrínseca y la prevención de altos niveles de estrés y ansiedad académica resulta esencial para el logro del desempeño académico en el contexto universitario. El presente estudio, de carácter descriptivo y corte transversal, persigue como objetivo relacionar los niveles de motivación y estrategias de aprendizaje con el rendimiento académico y la práctica de actividad física de estudiantes universitarios (n=225). Para ello se emplea como principal instrumento el cuestionario MLSQ-SF, utilizando el software IBM SPSS® 23.0 para el análisis estadístico. Los resultados revelan una asociación negativa entre la calificación y el valor de la tarea, así como una relación positiva entre la calificación y las estrategias de organización, el tiempo y hábitos de estudio y la regulación del esfuerzo. Asimismo, se observó como el nivel de motivación intrínseca se asociaba positivamente con la regulación del esfuerzo, las estrategias de organización, elaboración y meta-cognitivas, o con el tiempo y hábitos de estudio. En relación a los hábitos saludables, se pudo observar que la práctica de actividad física disminuía los niveles de ansiedad y se relacionaba con peores estrategias y regulación del esfuerzo.

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“…Conversely, a study conducted at a university in Iran concluded that there was no significant relationship between the field of study and the learning styles of students [19].…”

Section: Field Of Study Studies Show That Learningmentioning

confidence: 96%

Variability by Individual Student Characteristics of Student Satisfaction with Promising International Student Teaching Practices

Smith¹,

Zhou²,

Potter³

et al. 2019

LICEJ

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This paper explores promising teaching practices for teaching linguistically and culturally diverse international students by identifying the teaching practices that have high levels of international student satisfaction and student perceptions of learning. Data were collected through an online survey at a mid-sized Canadian public comprehensive university. Variability of student satisfaction by individual student characteristics (e.g., level of study, year of study, age, gender, field of study, country of origin, length of time studying outside country of origin, parents' educational level, and study location) is presented. Recommendations for professional practice are discussed along with potential areas for further research.2.1.1. Gender. D'Allegro, and Dickinson [10] stated that there are differences in the way male and female students absorb new content. They found that male and female students have preferences for doing research and testing out

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Field of study, learning styles, and language learning strategies of university students: are there any relations?

Cited by 20 publications

References 33 publications

An Investigation of the Relationship between Language Learning Strategies and Learning Styles in Turkish Freshman Students

An Investigation of the Relationship between Language Learning Strategies and Learning Styles in Turkish Freshman Students

Motivación y estrategias de aprendizaje en estudiantes de grado en Educación Primaria: análisis según factores académicos y hábitos saludables

Variability by Individual Student Characteristics of Student Satisfaction with Promising International Student Teaching Practices

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