The Effect of Learning Styles on Learning Strategy Use by EFL Learners
DOI : 10.3844/jssp.2012.230.234
Journal of Social Sciences
Volume 8, Issue 2
Problem statement: Strategies play a significant role in assisting learners with developing language competence. During the past few years, numbers of studies demonstrated the importance of learning strategies in language learning. Approach: Positive relationship between strategy use and reading comprehension was presented and the differences of strategy use between successful and less successful learners were highly discussed in much research. Successful learners use learning strategies more frequently and effectively than unsuccessful learners. In addition, OMalley and Chamot (1990) claimed that successful learners know how to choose learning strategies more appropriately. Based on those studies, the evidence of strategy use on different learners is clearly presented. However, few studies have explored the effect of different learning styles on strategy use between high achievers and low achievers, especially in an EFL context. Results: Thus, in this study, learning styles in influencing strategy use were examined. The researchers investigated the relationship between learning styles and strategy use on learners with different language proficiency levels. To do that, the subjects of the study were 71 non-English majors in New Taipei City and they were divided into two language proficiency levels (high and low) based on the English Proficiency Test. Two questionnaires (learning strategy use and learning style) were used to examine the effect of learning styles on reading strategy use. Conclusion: Based on the findings, implications are presented that may be useful to teachers making learners more independent and more effective in language learning.
© 2012 Weng Pei-Shi. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.