The purpose of this thesis is to investigate and determine the degree of correlation between young learners' learning style preferences and their preferences in the use of certain language learning strategies. To put it differently, teaching cannot be successful without taking cognizance of a person's learning style preference and language learning strategy repertoire.
Introduction
Definition of learning styles
Corbett (1999) characterizes learning styles as "the overarching patterns that provide general direction for learning behavior" (p. 9). Armstrong, Peterson, and Rayner (2012) define learning styles as “individuals' preferred ways of responding (cognitively and behaviorally) to learning tasks that change depending on the setting or context.
Learning style preference
Making the most of learning style theory in the classroom is remarkably beneficial at all levels of education for many and varied reasons. As a result, teachers are presented with the potential to adapt methods and materials to their students' learning style preferences, and accordingly, students are offered the opportunity to learn in a way that is both enjoyable and can encourage them to get the most out of their abilities. (Griffiths, 2012).
Features of learning styles
This helps them in rethinking learning problems arising from the divergence between learning styles and teaching methods. As reported by research, "early educational experiences shape one's individual learning styles by instilling positive attitudes toward certain sets of learning skills, and, more generally, by teaching students how to learn" (Dörnyei and Ryan, 2015, p. 111).
Learning style models
In fact, Mandelman and Grigorenko (2012 in Dörnyei and Ryan, 2015, p.111) assume that “non-genetic, situational factors” play the largest role in learning style preferences and predispositions. Reid's study remains highly reliable and valid and has been widely used to assess English learning style preferences of non-native English speakers.
Studies pertaining to learning styles
Examining the relationship between learning styles and academic performance or L2 performance is a matter of debate. Other researchers such as Sparks (2006), Dörnyei (2005), Arslan (2003), Tabatabaei and Mashayekhi (2012) claimed that learning styles are not the factors that explain and predict performance.
Introduction
Definition of language learning strategies
Later, learning strategies were defined as "specific actions, behaviors, steps, or techniques—such as seeking conversational partners or encouraging oneself to tackle a difficult language task—used by students to improve their own learning" (Scarcella & Oxford, 1992, p. 63). Students' proactive contribution to increasing the effectiveness of their own learning” (Dörnyei, 2005, p. 166) is essential for developing skills in the learning-how-to-learn process.
Characteristics of language learning strategies
All in all, LLSs empower students to become more autonomous and responsible for their own language learning and personal progress. Chamot (2004) describes strategic learners as learners who have metacognitive knowledge about their own actions in terms of learning and the ability to make use of strategies in accordance with the approaching task and their own learning potential.
Distinction between Learning Styles and Learning Strategies
Because of this, explicit strategy training, along with reflection on how an individual approaches learning and experimentation with different strategies, can lead to learning effectiveness. Regardless of the relationship between learning style and learning strategy, a good combination of learning strategies and learning styles can produce positive results.
Strategy taxonomies
Indirect strategies, on the other hand, include self-monitoring, self-evaluation, controlling one's emotions and attitudes, and cooperating with others. Just as there are language learning strategies for learning a second or foreign language, including strategies for identifying, differentiating, grouping, memorizing, there are also strategies for using a second/foreign language, meaning strategies for carry out one's knowledge, to retrieve linguistic material, to try, communicate and initiate conversation without understanding every single detail (Cohen calls them veiled strategies, 2005).
Studies on language learning strategies
They discovered that Iranian EFL learners showed active involvement in the strategy selection, as well as awareness of the use of language learning strategies. Additionally, Ghavamnia et al (2011) found that there was a strong relationship between participants' beliefs about language learning and the deployment of language LLSs.
Studies pertaining to the correlation of language learning strategies and styles
Nosratinia (2014), on the other hand, explored the relationship between learning styles and strategies and was able to find a significant relationship between affective strategy and visual and auditory style, respectively. On the other hand, Rahimi et al. 2008) and Wang (2012) found no significant relationship between learning styles and language learning strategies.
Purpose of the study
This chapter presents the research questions, participant information, data collection instruments, data collection procedures, and information on data analysis.
Participants
32 5) What are the participants' five most and least frequently used strategies? . 6) Is there any significant relationship between participants' learning style preferences and their reported use of learning strategies.
Instrument
The authors of the Learning Style Survey (LSS) attempted to expand and refine the original format of the popular, reliable and well-established Style Analysis Survey (SAS) (Oxford, 1993) (Dörnyei, 2005). The Cronbach index for the questionnaire scales in the present study was calculated.
Procedure
Data Analysis
This chapter includes statistical information based on the analyzes of the participants' answers to the questionnaire, as well as a presentation of the relationship of the mean scores of the learning style preferences and those of the language learning strategy categories with the independent variables.
Learning styles
Learning Strategies
III, pg. 91) shows the frequencies and percentages of students in each category of learning strategies and their combinations.
Correlations between Learning strategies and Learning styles
Furthermore, Visual type students use "Strategies for when words and grammatical structures are not understood" more frequently (r=.223, p=0.048). Students who score higher in the visual type (r=.344) appear to use higher values in "Strategies for Basic Writing" with a p-value equal to 0.002.
The relationship of the learning styles with independent variables
III, p. 102) examines the differences between the three learning styles depending on how much students enjoy learning English. The estimated and presented p-values in the last column of the table indicate statistically significant differences in only one case, the auditory one (p=0.025).
The relationship of the language learning strategies with independent variables
The estimated and displayed p-values in the last column of the table indicate statistically significant differences in two cases. The p-values estimated and shown in the last column of the table indicate statistically significant differences in two speech strategies. The estimated and displayed p-values in the last column of the table indicate statistical significance.
The p values estimated and shown in the last column of the table show no statistically significant differences in any of the reading strategies. The p-values estimated and shown in the last column of the table show no statistically significant differences in any case.
Answers to Research Questions
As auditory learners generally prefer lectures, conversations and oral instructions, interactions rather than visual backups (Oxford, 2003), then this justifies the fact that most of the participants use listening strategies (29.1%) as well as listening strategies that go to the same time. hand with others as follows: listening/speaking (3.8%), listening/reading (2.5%), listening/writing (6.3%), listening/speaking/reading (5.1% ), listening/speaking/writing (2.5%), listening/reading/writing (3.8%) and listening/speaking/reading/writing (6.3). The findings of the present study are consistent with the studies of Li and Qin (2006), Riazi and Rahimi (2005), Shmais (2003), Nosratinia et al, Mojri and Sarabchian (2014) which showed that learning styles have an effect important in the selection of the learning strategy by the students. It appears that participants who enjoy learning English "a lot" favor the listening learning style dimension more than the rest of the other learning styles. In terms of level, B students use more “Strategies to engage in conversations” than C level students.
The participants who consider it very important to learn English are more likely to use this type of strategies. Research Question 6: Significant relationships between participants' learning style preferences and their reported use of learning strategies.
Implications for Teaching
According to the results, other significant correlations were found between learning styles and reading strategies. As a result, making a classroom language environment that accommodates all learning styles and promotes the use of language learning strategies could prove open to diversity, and thus learner-friendly. Both assessment of the learning styles and students' strategy use and systematic strategy teaching based on the students' different profiles in the class could lead to greater awareness of one's styles and strategies.
By getting students to think about the importance of learning styles and language learning strategies, teachers help students identify aspects of their learning process. Nevertheless, it is unfair that recent teaching methods, EFL/ESL teachers and material producers have not embraced learning styles and language learning strategies in recent times.
Limitations of the study
The findings of the study suggest that EFL teachers should be aware of the importance of their students' learning styles and language learning strategies as variables that can influence the learning process. It is recommended to look at the relationship between language learning styles and certain strategies in certain tasks. Styles and strategies for adult language learning in an intensive training environment, The Modern Language Journal.
Unpublished manuscript, University of Alabama, Tuscaloosa, Alabama, USA. differences in the use of language learning strategies. Perceptual learning style preferences and their relation to language learning strategies in adult students of English as a second language (Unpublished doctoral dissertation).
I try to get feedback from others, especially native speakers of the language or more proficient English speakers.
A comparative framework of strategies to increase exposure to the target language based on the perceived importance of learning English. A comparative framework of strategies for listening to conversation in the target language based on the perceived importance of learning English. A comparative framework of speaking practice strategies based on the perceived importance of learning English.
112 Figure 19. Comparative plot of the strategies to engage in conversations based on the perceived importance of learning English. 114 Figure 20. Comparative plot of the strategies to practice speaking based on the enjoyment of learning English. Comparative plot of the strategies to improve my reading ability based on the perceived importance of learning English.
Comparative plot of the strategies to improve my reading ability based on the enjoyment of learning English.
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