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Learning Style Preferences and the Level of L2 Achievement: A Case Study of EFL College Students
I-Ju Chen
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DOI:10.17265/2159-5836/2020.11.012
Ling Tung University, Taiwan
This study investigated the relationship between learning styles preferences of English as foreign language (EFL) college students from three different achievement levels and to explore whether there is statistically significant difference between different achievement levels and different learning styles. A total of 120 EFL freshman college students from high, intermediate, and basic levels in Taiwan participated in the present study. Using a learning style preference checklist, students’ perceptional learning styles were first explored in terms of preferences. 120 participants with different levels were classified based on their English scores on College Entrance Exam. With the use of descriptive statistics and a one-way analysis of variance (ANOVA), the results indicated that specific learning style preference correlated with certain achievement levels of students. Students with different achievement levels preferred significantly certain style preference to other style comparing to other achievement levels. It seems that learning styles preferences may not definitely relate to a student’s achievement levels. Certain variables may also probably affect learning style preferences with respect to English performance.
learning style preferences, EFL, achievement levels, College Entrance Exam
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