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Influence of grade level on perceptual learning style preferences and language learning strategies of
Taiwanese English as a foreign language learners
Chia Ying Betty HuDr. Pi-Ying Teresa HsuDate: October 8st, 2009
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• Chen, M. L. (2009). Influence of grade level on prefecture learning style and language learning strategies of Taiwanese English as a foreign language learners. Language and Individual Difference.19, 304-308.
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ContentsContents
Reflection
Results
Methodology
Introduction
3
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IntroductionIntroduction “language teachers should provide a wealth
of information to students in order to raise their awareness about learning styles and strategies,….and finally, to work with students' learning strengths”
(Reid, 1996, p. 3)
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IntroductionIntroduction “it's important to recognize that culture is
critical when defining an individual because cultural values influence the socialization practices of all ethnic groups, which, in turn, affect how people prefer to learn”
(Dunn & Griggs, 1995, p. 38)
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IntroductionIntroduction It may be risky to generalize the findings
from Western societies to the learning situation in Taiwan
(Huang, 1997)
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Research QuestionsResearch Questions
Q1: Are there relationships between grade level and perceptual learning style preferences among Taiwanese EFL students in grades 7 through 9?
Statistically significant relationships were found to existbetween grade level and kinesthetic learning style preference(p=.001), tactile learning style preference (p=.047), and individual learning style preference (p=.02).
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Research QuestionsResearch Questions
• Q2: Are there relationships between grade level and language learning strategies among Taiwanese EFL students in grades 7 through 9?
Statistically significant relationships were found to exist between grade level and the use of memory strategies (p=.005), cognitive strategies (p=.02), metacognitive strategies (p=.000), affective strategies (p=.000) and social strategies (p=.000).
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Research QuestionsResearch Questions
• Q3: Are there relationships between perceptual learning style preferences and language learning strategies among Taiwanese EFL students in grades 7 through 9?
Statistically significant relationships between visual learning style preference and the use of memory (p=.000), cognitive (p=.004),metacognitive (p=.000), affective (p=.008), and social strategies (p=.002) were found.
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MethodologyMethodology
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PerceptualPerceptualLearning Style Learning Style Preference Preference Questionnaire Questionnaire (PLSPQ)(PLSPQ)
MethodologyMethodology
visualauditory kinesthetic tactile,
individuallearninggroup learning.
The Strategy The Strategy Inventory for Inventory for Language Learning Language Learning (SILL)(SILL)
Treatment
CompensationSocialMetacognitiveAffectiveMemoryCognitive
Students’ learning strategy
Students’ learningpreference
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ParticipantsParticipants9th grade
12
Age: 12-13
Number: 141
Percentage:
36.2%
8th grade7th grade
Age: 13-14
Number: 130
Percentage:
33.3%
Total: 390Total: 390
Age: 14-15
Number: 119
Percentage:
30.5%
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ParticipantsParticipants
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Procedure Procedure
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ResultsResultsStatistically significant relationships were found to existbetween grade level and kinesthetic learning style preference, tactile learning style preference, and individual learning style preference
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ResultsResultsStatistically significant relationships were found to exist between grade level and the use of memory strategies, cognitive strategies, metacognitive strategies ,affective strategies and social strategies .
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ResultsResultsStatistically significant relationships between visual learning style preference andthe use of memory (p=.000), cognitive (p=.004),metacognitive (p=.000), affective (p=.008), and social strategies (p=.002) were found.
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ReflectionReflection
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ReflectionReflection
Page 20www.themegallery.com
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