The relationship between English listening proficiency levels and learning styles

Farinaz Shirani Bidabadi, Hamidah Yamat @ Ahmad

Research output: Contribution to journalArticle

6 Citations (Scopus)

Abstract

Several factors have been investigated in order to understand how learners attempt to learn a second language, one of which is learning style. Learners particularly EFL learners from different English language backgrounds and listening proficiency may vary from one another in their learning style preferences. With such a view, it is essential to consider the differences in learning styles and listening proficiency levels in teaching because this would have an impact on the learning process. The aim of the study was to identify Iranian freshmen's levels of English listening proficiency and their learning style preferences as well as the relationship between them. A group of 92 freshmen from a population of 120 freshmen were randomly selected from a university in Esfahan, Iran. The Oxford Placement Test was first administered to identify the freshmen's listening proficiency levels and the learning style preferences. Questionnaire was employed to identify their preferred learning styles. Based on the results obtained from the Oxford Placement Test, 19 freshmen were identified as advanced learners, 39 intermediate learners, and 34 low proficiency learners. The descriptive analysis of the learning style preferences indicated that all the learners preferred high level learning styles and considered themselves as communicative learners. The Pearson Correlation analysis also indicated that there was a significant positive correlation between the learners' English listening proficiency levels and their learning style preferences. The implication of the study is that all lecturers should be aware of their learners' learning style preferences and their English listening proficiency levels in order to match their teaching styles with their learners' learning style preferences.

Original languageEnglish
Pages (from-to)1041-1055
Number of pages15
JournalGEMA Online Journal of Language Studies
Volume12
Issue number4
Publication statusPublished - 2012

Fingerprint

learning
Proficiency
Learning Styles
teaching style
Iran
English language
learning process
university teacher
Freshman
questionnaire
university
Teaching
language
Group
Placement Test

Keywords

  • Communicative learners
  • EFL learners
  • English listening proficiency
  • Learning process
  • Learning styles

ASJC Scopus subject areas

  • Literature and Literary Theory
  • Language and Linguistics
  • Linguistics and Language

Cite this

The relationship between English listening proficiency levels and learning styles. / Bidabadi, Farinaz Shirani; Yamat @ Ahmad, Hamidah.

In: GEMA Online Journal of Language Studies, Vol. 12, No. 4, 2012, p. 1041-1055.

Research output: Contribution to journalArticle

@article{59abcd4500404076912060afb49f871c,
title = "The relationship between English listening proficiency levels and learning styles",
abstract = "Several factors have been investigated in order to understand how learners attempt to learn a second language, one of which is learning style. Learners particularly EFL learners from different English language backgrounds and listening proficiency may vary from one another in their learning style preferences. With such a view, it is essential to consider the differences in learning styles and listening proficiency levels in teaching because this would have an impact on the learning process. The aim of the study was to identify Iranian freshmen's levels of English listening proficiency and their learning style preferences as well as the relationship between them. A group of 92 freshmen from a population of 120 freshmen were randomly selected from a university in Esfahan, Iran. The Oxford Placement Test was first administered to identify the freshmen's listening proficiency levels and the learning style preferences. Questionnaire was employed to identify their preferred learning styles. Based on the results obtained from the Oxford Placement Test, 19 freshmen were identified as advanced learners, 39 intermediate learners, and 34 low proficiency learners. The descriptive analysis of the learning style preferences indicated that all the learners preferred high level learning styles and considered themselves as communicative learners. The Pearson Correlation analysis also indicated that there was a significant positive correlation between the learners' English listening proficiency levels and their learning style preferences. The implication of the study is that all lecturers should be aware of their learners' learning style preferences and their English listening proficiency levels in order to match their teaching styles with their learners' learning style preferences.",
keywords = "Communicative learners, EFL learners, English listening proficiency, Learning process, Learning styles",
author = "Bidabadi, {Farinaz Shirani} and {Yamat @ Ahmad}, Hamidah",
year = "2012",
language = "English",
volume = "12",
pages = "1041--1055",
journal = "GEMA Online Journal of Language Studies",
issn = "1675-8021",
publisher = "Universiti Kebangsaan Malaysia",
number = "4",

}

TY - JOUR

T1 - The relationship between English listening proficiency levels and learning styles

AU - Bidabadi, Farinaz Shirani

AU - Yamat @ Ahmad, Hamidah

PY - 2012

Y1 - 2012

N2 - Several factors have been investigated in order to understand how learners attempt to learn a second language, one of which is learning style. Learners particularly EFL learners from different English language backgrounds and listening proficiency may vary from one another in their learning style preferences. With such a view, it is essential to consider the differences in learning styles and listening proficiency levels in teaching because this would have an impact on the learning process. The aim of the study was to identify Iranian freshmen's levels of English listening proficiency and their learning style preferences as well as the relationship between them. A group of 92 freshmen from a population of 120 freshmen were randomly selected from a university in Esfahan, Iran. The Oxford Placement Test was first administered to identify the freshmen's listening proficiency levels and the learning style preferences. Questionnaire was employed to identify their preferred learning styles. Based on the results obtained from the Oxford Placement Test, 19 freshmen were identified as advanced learners, 39 intermediate learners, and 34 low proficiency learners. The descriptive analysis of the learning style preferences indicated that all the learners preferred high level learning styles and considered themselves as communicative learners. The Pearson Correlation analysis also indicated that there was a significant positive correlation between the learners' English listening proficiency levels and their learning style preferences. The implication of the study is that all lecturers should be aware of their learners' learning style preferences and their English listening proficiency levels in order to match their teaching styles with their learners' learning style preferences.

AB - Several factors have been investigated in order to understand how learners attempt to learn a second language, one of which is learning style. Learners particularly EFL learners from different English language backgrounds and listening proficiency may vary from one another in their learning style preferences. With such a view, it is essential to consider the differences in learning styles and listening proficiency levels in teaching because this would have an impact on the learning process. The aim of the study was to identify Iranian freshmen's levels of English listening proficiency and their learning style preferences as well as the relationship between them. A group of 92 freshmen from a population of 120 freshmen were randomly selected from a university in Esfahan, Iran. The Oxford Placement Test was first administered to identify the freshmen's listening proficiency levels and the learning style preferences. Questionnaire was employed to identify their preferred learning styles. Based on the results obtained from the Oxford Placement Test, 19 freshmen were identified as advanced learners, 39 intermediate learners, and 34 low proficiency learners. The descriptive analysis of the learning style preferences indicated that all the learners preferred high level learning styles and considered themselves as communicative learners. The Pearson Correlation analysis also indicated that there was a significant positive correlation between the learners' English listening proficiency levels and their learning style preferences. The implication of the study is that all lecturers should be aware of their learners' learning style preferences and their English listening proficiency levels in order to match their teaching styles with their learners' learning style preferences.

KW - Communicative learners

KW - EFL learners

KW - English listening proficiency

KW - Learning process

KW - Learning styles

UR - http://www.scopus.com/inward/record.url?scp=84873036233&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84873036233&partnerID=8YFLogxK

M3 - Article

VL - 12

SP - 1041

EP - 1055

JO - GEMA Online Journal of Language Studies

JF - GEMA Online Journal of Language Studies

SN - 1675-8021

IS - 4

ER -