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The relationship between English listening proficiency levels and learning styles

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 pr...

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Main Authors: Farinaz Shirani Bidabadi,, Hamidah Yamat,
Format: Article
Language:English
Published: Penerbit UKM 2012
Online Access:http://journalarticle.ukm.my/5771/1/1355.pdf
http://journalarticle.ukm.my/5771/
http://www.ukm.my/ppbl/Gema/gemahome.html
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spelling my-ukm.journal.57712012-12-31T08:33:07Z http://journalarticle.ukm.my/5771/ The relationship between English listening proficiency levels and learning styles Farinaz Shirani Bidabadi, Hamidah Yamat, 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. Penerbit UKM 2012-11 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/5771/1/1355.pdf Farinaz Shirani Bidabadi, and Hamidah Yamat, (2012) The relationship between English listening proficiency levels and learning styles. GEMA: Online Journal of Language Studies, 12 (4). pp. 1041-1055. ISSN 1675-8021 http://www.ukm.my/ppbl/Gema/gemahome.html
institution Universiti Kebangsaan Malaysia
building Perpustakaan Tun Sri Lanang Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Kebangsaan Malaysia
content_source UKM Journal Article Repository
url_provider http://journalarticle.ukm.my/
language English
description 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.
format Article
author Farinaz Shirani Bidabadi,
Hamidah Yamat,
spellingShingle Farinaz Shirani Bidabadi,
Hamidah Yamat,
The relationship between English listening proficiency levels and learning styles
author_facet Farinaz Shirani Bidabadi,
Hamidah Yamat,
author_sort Farinaz Shirani Bidabadi,
title The relationship between English listening proficiency levels and learning styles
title_short The relationship between English listening proficiency levels and learning styles
title_full The relationship between English listening proficiency levels and learning styles
title_fullStr The relationship between English listening proficiency levels and learning styles
title_full_unstemmed The relationship between English listening proficiency levels and learning styles
title_sort relationship between english listening proficiency levels and learning styles
publisher Penerbit UKM
publishDate 2012
url http://journalarticle.ukm.my/5771/1/1355.pdf
http://journalarticle.ukm.my/5771/
http://www.ukm.my/ppbl/Gema/gemahome.html
_version_ 1643736534280568832
score 13.211869

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