Principles of Language Learning and Teaching

Brown, H. Douglas

doi:10.2307/327392

Cited by 1,782 publications

(362 citation statements)

References 41 publications

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“…The word "style" by comparing it with two other terms, ie "process" and "strategy". 5 It is maintained that "process" is the most general among the three, while "strategy" is the most specific. According to Brown 5 (p104), "style" is "a term that refers to consistent and rather enduring tendencies or preferences within an individual".…”

Section: Literature Review Learning Styles: Definitions and Importancementioning

confidence: 99%

“…In light of the above definitions, one would struggle to say that one definition is superior to another because every definition considers one angle and is from the researcher's area of interest or expertise. 5 Nevertheless, all the definitions fit under the umbrellas of psychology, physiology, and cognition. 10 Another way to define learning styles is to compare them with learning abilities.…”

Section: Literature Review Learning Styles: Definitions and Importancementioning

confidence: 99%

“…Among other individual variables such as language aptitude, language anxiety, and learning strategies, learning styles are an increasingly important area that has gained support and recognition in second language acquisition. [5][6][7][8][9][10] Learners' individual differences are divided into two categories: (a) innate attributes, such as gender, age, and learning style; and (b) acquired attributes, such as attitude, motivation, and learning strategy use. 11 Otherwise, they fall into physiological and affective factors as opposed to cognitive factors.…”

Section: Introductionmentioning

confidence: 99%

“…11 Otherwise, they fall into physiological and affective factors as opposed to cognitive factors. 5,6 These individual differences are also interrelated and affect one another. Students tend to use their strategic competence while implementing different learning styles, ie metacognitive, social, and affective strategies.…”

Section: Introductionmentioning

confidence: 99%

“…When individuals become aware of their own mental processes, they become metacognitively aware of their learning. 5 For example, in perceptual learning and the implementation of perceptual modalities, the visual, auditory, kinaesthetic, and tactile styles are included to design his Perceptual Learning Style Preference Questionnaire (PLSPQ). 4 It is suggests that experience is at the heart of learning and the development of learning and that knowledge is constructed via grasping and transforming experiences.…”

Section: Introductionmentioning

confidence: 99%

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The Relationship Among Students’ Learning Styles, Health Sciences Colleges, and Grade Point Average (GPA)

AL-Roomy¹

2023

AMEP

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Learning styles are an increasingly important area in education, affecting different aspects of the learning arena. They can predict how students might process information and solve learning problems differently even when engaged in the same learning activities.Purpose: This study aimed to investigated the relationship among health sciences students' learning styles, college majors, and grade point averages (GPAs). A total of 247 male students belonging to King Saud bin Abdulaziz University at Riyadh were chosen intentionally for this study, which employed a quantitative procedure for collecting and analysing data. Methods:The study used a survey research design, and data were obtained from the Perceptual Learning Style Preference Questionnaire (PLSPQ), which the students had to answer online. The collected data were analysed using the Statistical Package for the Social Sciences (SPSS 16). Descriptive analysis methods -such as means, standard deviations, frequency counts, and correlations -were employed. Results:The results indicated that the students demonstrated a range of learning style preferences. The most frequently preferred style was the auditory learning style, followed by the kinaesthetic and individual learning styles. The least preferred style was group learning. The results also showed significant differences in the students' learning styles across colleges -with preferences towards the auditory, individual, and group learning styles -and insignificant differences for the visual preference, kinaesthetic, and tactile preference learning styles. Finally, the relationship between learning style and GPA was only positive with the individual learning style and negative with the group learning style. Conclusion: These findings support the notion that the total learning environment affects students' learning styles and suggest several courses of action for students, teachers, and policymakers.

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Section: Literature Review Learning Styles: Definitions and Importancementioning

confidence: 99%

Section: Literature Review Learning Styles: Definitions and Importancementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

The Relationship Among Students’ Learning Styles, Health Sciences Colleges, and Grade Point Average (GPA)

AL-Roomy¹

2023

AMEP

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The impact of English reading attitude on students' achievement at a health science university

Althewini

Roomy

2023

Review of Education

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Reading occupies a prominent place in teaching English as a foreign language (EFL) as students learn best by engaging with written materials. Positive reading attitudes are believed to affect students' present and future academic success. The aim of this study is to investigate the impact of English reading attitudes on students' achievement. A total of 267 first‐year Saudi health science university students were selected to participate in this study during the academic year 2021/2022. The study followed a simple random sampling technique where every students has an equal chance to participate. Two data sources were used: a reading attitude questionnaire administered to students and their cumulative GPA. The questionnaire was adopted from Yamashita (2007) and consisted of 22 items covering five categories: comfort, anxiety, intellectual value, practical value and linguistic value. The study revealed that students were clearly less comfortable and more anxious about reading in English. This had a negative impact on their achievements, especially on the three English courses they had to take that year. The study concluded with some pedagogical implications and recommendations for further research.

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