The Relationship between High School Learners’ Learning Stylesand Their Reading Comprehension Performance

  • سال انتشار: 1403
  • محل انتشار: شانزدهمین کنفرانس بین المللی پژوهش های مدیریت و علوم انسانی در ایران
  • کد COI اختصاصی: ICMHSR16_103
  • زبان مقاله: انگلیسی
  • تعداد مشاهده: 185
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نویسندگان

Razieh Tanhaie

MA in TEFL, Chabahar Maritime University, Chabahar, Iran

Hamed Badpa

MA student in TEFL, Chabahar Maritime University, Chabahar, Iran

Esmail Zare-Behtash

Professor in English Language and Literature, Chabahar Maritime University, Chabahar,Iran

چکیده

Research on learning styles is crucial as it provides teachers with valuable insights for implementing changes in their classrooms. The objective of this particular study was to examine the correlation between students' learning styles and their reading performance in English. The study involved a total of ۷۰ participants who were selected from Besharat High School in Chabahar. To determine their English proficiency level, the participants were administered a Longman placement test at the beginning of the study. The Brindley Questionnaire (۱۹۸۴), version ۱, was utilized to identify how the students preferred to receive information. Additionally, version ۲ of the questionnaire, which was designed for teachers, was used to assess their awareness of their students' preferred learning styles. Reading tests were also conducted to establish a connection between students' learning styles and their reading performance. The statistical analysis revealed that learners' learning styles could be categorized into three sections: ways of learning, working styles, and vocabulary learning. Furthermore, the analysis indicated that teachers were indeed aware of their students' preferred learning styles. The results of the study demonstrated a positive medium level of correlation (۰.۴۰۲) between students' learning styles in ways of learning and their reading performance, as well as a high level of correlation (۰.۹۱۶) between students' learning styles in vocabulary learning and their reading performance. In summary, the findings suggest that teachers' awareness of students' learning preferences can significantly impact their learning and reading skills. These findings hold great potential for EFL teachers, EFL learners, syllabus designers, supervisors, material producers, textbook writers, and researchers.

کلیدواژه ها

Learner’s cognitive style, Teacher’s awareness, Reading Comprehension, Learning Style

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