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ERIC Number: EJ950229
Record Type: Journal
Publication Date: 2011
Pages: 18
Abstractor: As Provided
Reference Count: 63
ISBN: N/A
ISSN: ISSN-0144-3410
On the Relationship between Gender and Perceptual Language Learning Styles: The Case of Iranian Academic EFL Learners
Aliakbari, Mohammad; Tazik, Khalil
Educational Psychology, v31 n6 p657-674 2011
In the past few decades, research on gender and language learning styles (LLSs) across various EFL/ESL contexts has received remarkable attention. From these studies, a multitude of contradictory and heterogeneous findings has been observed which justify additional research in SLA contexts in general and EFL contexts like Iran in particular. Hence, the present study attempted to explore the relationship between Iranian EFL students' perceptual learning styles and gender. For this aim, a 32-item questionnaire was administered to 105 EFL students at Ilam University, Iran. Results of quantitative research and statistical analysis of findings indicated that both male and female students inclined to be bimodal learners who were visual/non-verbal (V/NV) rather than being trimodal or single learners who were, respectively, visual/verbal/kinesthetic (VVK) and auditory (A). Besides, descriptive analyses of the data as well as the results of Chi-square run for the significance of these differences showed that female learners tended to be more VTK learners. Therefore, it is concluded that gender plays a significant role in EFL students' LLSs in Iran. These findings can contribute to the EFL teachers' understanding of their students' LLSs and can aid in serving essential strategies and teaching methods while confronting students' problems in EFL classes. (Contains 6 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Iran