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 s...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 significantdifference between different achievement levels and different learning styles. A total of 120 EFL freshman collegestudents from high, intermediate, and basic levels in Taiwan participated in the present study. Using a learning stylepreference checklist, students’ perceptional learning styles were first explored in terms of preferences. 120participants with different levels were classified based on their English scores on College Entrance Exam. With theuse of descriptive statistics and a one-way analysis of variance (ANOVA), the results indicated that specificlearning style preference correlated with certain achievement levels of students. Students with differentachievement levels preferred significantly certain style preference to other style comparing to other achievementlevels. It seems that learning styles preferences may not definitely relate to a student’s achievement levels. Certainvariables may also probably affect learning style preferences with respect to English performance.展开更多
文摘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 significantdifference between different achievement levels and different learning styles. A total of 120 EFL freshman collegestudents from high, intermediate, and basic levels in Taiwan participated in the present study. Using a learning stylepreference checklist, students’ perceptional learning styles were first explored in terms of preferences. 120participants with different levels were classified based on their English scores on College Entrance Exam. With theuse of descriptive statistics and a one-way analysis of variance (ANOVA), the results indicated that specificlearning style preference correlated with certain achievement levels of students. Students with differentachievement levels preferred significantly certain style preference to other style comparing to other achievementlevels. It seems that learning styles preferences may not definitely relate to a student’s achievement levels. Certainvariables may also probably affect learning style preferences with respect to English performance.
