Language Learning Style Preferences: A Students Case Study of Shiraz EFL Institutes
Title
Language Learning Style Preferences: A Students Case Study of Shiraz EFL Institutes
Language Learning Style Preferences: A Students Case Study of Shiraz EFL Institutes
Keywords: No Keyword
Authors
Abdolmehdi Riazi and Mohammad Javad Riasati
Shiraz University
Abdolmehdi Riazi and Mohammad Javad Riasati
Shiraz University
Bio Data
Abdolmehdi Riazi holds a Ph.D. in Teaching English as a Second Language from the OISE/University of Toronto. He is currently an Associate Professor in the Department of Foreign Languages and Linguistics of Shiraz University. His areas of interest include academic writing, language learning strategies and styles, and language assessment.
Mohammad Javad Riasati holds an MA in TEFL from the Department of Foreign Languages and Linguistics of Shiraz University. He teaches English courses in different institutes in Shiraz.
Abstract
This study aimed at investigating the language learning style preferences of Iranian EFL learners, and the degree of teachers awareness of them. To this end, two hundred and nineteen language learners (121 males and 98 females) from different levels of instruction and different ages (14-44), studying at two language institutes took part in the study. As a further step, 14 teachers working with the same students were called for cooperation. A 13-item language learning preference questionnaire adopted from Brindley (1984) was employed to elicit information for the study. The data obtained through the questionnaire were subjected to Chi-square tests in order to check the significance of the difference between the responses. Results showed the learning preferences of students in different areas. Results also indicated that teachers are aware of their students learning preferences in some cases, but unaware in some others. Therefore, there needs to be a closer cooperation between teachers and students in some instances.
This study aimed at investigating the language learning style preferences of Iranian EFL learners, and the degree of teachers awareness of them. To this end, two hundred and nineteen language learners (121 males and 98 females) from different levels of instruction and different ages (14-44), studying at two language institutes took part in the study. As a further step, 14 teachers working with the same students were called for cooperation. A 13-item language learning preference questionnaire adopted from Brindley (1984) was employed to elicit information for the study. The data obtained through the questionnaire were subjected to Chi-square tests in order to check the significance of the difference between the responses. Results showed the learning preferences of students in different areas. Results also indicated that teachers are aware of their students learning preferences in some cases, but unaware in some others. Therefore, there needs to be a closer cooperation between teachers and students in some instances.
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See page 86-96
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