The relationship between learning styles and language learning strategies of pre-intermediate EAP students

Tabanlıoğlu, Selime
This thesis aims to identify the learning styles and strategies of students, to check whether there are significant differences in the learning style and strategy preferences between male and female learners, and investigate whether there is a relationship between students̕ learning style and strategy preferences. A total of 60 students were asked to complete two questionnaires. One was used to identify students̕ perceptual learning style preferences and the other was used to identify students̕ learning strategies. In addition, think aloud protocols were held to determine the cognitive and metacognitive strategies students used while reading. The data analysis of the first questionnaire revealed that students̕ major learning style preferences were auditory learning and individual learning. Furthermore, significant difference was found in the preference of tactile learning between males and females. The analysis of the second questionnaire revealed that cognitive strategies were favoured the most. No significant difference was found in the preferences of learning strategies between males and females. The analysis with respect to the relationship between learning styles and strategies revealed that · visual styles had a significant relation with affective strategies; · auditory styles had significant relationships with memory, cognitive, affective, and social strategies; · there was a significant relationship between the individual learning style and compensation strategies. · none of the learning styles had a significant relationship with metacognitive strategies. The think aloud protocols revealed that students used various cognitive and metacognitive strategies.


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Citation Formats
S. Tabanlıoğlu, “The relationship between learning styles and language learning strategies of pre-intermediate EAP students,” M.A. - Master of Arts, Middle East Technical University, 2003.