Tertiary Indonesian EFL Learners’ Learning Style in Reading Hypermedia Material

The aim of the present study was to investigate the relationship between male and female EFL learners' learning styles and their personality types.To this end, one-hundred English majors took part in the study.The participants consisted of 78 females and 22 males.The Group Embedded Figures Test (GEFT) was used to assess the participants' field dependent/independent (FD/FI) learning styles.The Personality Style Inventory (PSI) was also administered to assess the personality types of the participants.The data obtained from the PSI showed that the most frequent personality types were ISTJ (introvert, sensing, thinking, judging), ESTJ (extrovert, sensing, thinking, judging), and ESTP (extrovert, sensing, thinking, perceiving) personality types, and the least frequent types were ENFJ (extrovert, intuitive, feeling, judging), and INFJ (introvert, intuitive, feeling, judging).Moreover, the results of the GEFT showed that 52% of the subjects were of FI learning style type and 48% of them had a FD learning style.The results of Chi-Square test and Fisher's Exact Test also showed that there was no statistically significant relationship between males and females' learning styles and personality types.The EFL instructors' awareness of these differences in personality types and learning styles can enable them to create a more dynamic atmosphere in the classroom through designing activities that meet the learning preferences of different types of learners.

Differences in Learning Styles: A comparison of Slovenian Universities

Learning styles play a vital role in the learning process and contribute to the overall educational environment. Learning style, as an integral and vital part of a student’s learning process, has been constantly discussed in the field of education and pedagogy. Therefore, the study was conducted in Kolar of Karnataka State. Total sample size of 250 respondents were selected through purposive sampling technique. The results revealed that most of them were from rural areas with good academic performance. It is evident from results that, majority of the respondents fifty six per cent were having visual type of learning style more than half of the population might follow visuals namely reading books, newspapers, posters, maps followed by thirty three per cent of respondents were categorized under auditory type of learning style with recorded lecture notes, hearing from friends during preparation for exam and a small portion only ten per cent of the respondents were having a kinesthetic type of learning style which was very rare learning style who will be more active and follow movement. The findings of the study also revealed that learning styles do not have a significant influence on academic performance and time spent for self-study. Therefore, it can be concluded that Learning styles can be simply understood as the various techniques that respondents prefer to use to perceive and process information and interact with the learning environment.

The present investigation sought to explore the relationship between learning styles and writing behaviors of EFL learners in a blended environment. It also aimed to identify the learning style types best predicting writing behaviors. Initially, the participants' preferred learning styles were identified through the Kolb’s learning style inventory (Kolb, 1984). Secondly, data were obtained through analyzing the Stat counter and Input log data to reveal the pausing, revising and switching behaviors of the participants who attended a writing course in which they developed their writing texts using an online module. The results indicated a negative and significant correlation between the accommodator learning style and the revision behavior. A statistically significant and positive relationship was also found between the converger learning style and the pausing behavior, and between the converger learning style and the revision behavior Furthermore, a positive and significant relationship between the accommodator learning style and the switching behavior was revealed. The accommodator learning style was found as the best predictor for the switching behavior and the converger learning style turned to predict the revision and pausing behavior at an optimal level. The findings suggest that internal factors, cognitive and learning styles, play a significant role in the learning behaviors of English writing learners. The results encourage writing educators to take into account students’ learning style and provide more flexible and rigorous learning environment in which all learners can take benefit.

This study explored the learning styles prevalent among high and low achievers in 14 public and independent senior secondary schools in Lagos State, Nigeria. The study utilised a survey design to elicit information from 414 participants across three local government areas of the state, using a random sampling technique and the English Language Achievement Test (ELAT) instrument. The collected data were analysed using t-test analysis. The findings showed no significant difference in the learning style preferences of high and low achieving students in secondary schools for visual and auditory styles, while there was a significant difference in tactile learning style. Low achievers had a higher preference for the tactile learning style (M = 17.96) than high achievers (M = 16.24). The study also revealed that the most prevalent learning style among high and low achieving students in public and independent secondary schools is visual, followed by auditory, while tactile/kinesthetic is the least prevalent learning style. Based on the findings in this study, a number of recommendations were articulated for teachers, curriculum developers and learners.

Purpose: Effective Communication Skills is vital for management professionals, yet business education often overlooks students’ diverse learning preferences. This study explores the relationship between learning styles (VARK model) and communication styles (Mark Murphy’s framework) among business management students in Mumbai to enhance instructional methods. It compares findings with five Southeast Asian case studies – Singapore, Malaysia, Indonesia, Thailand, and Vietnam – that have successfully applied these models since 2018-2022. Objective: The objective is to examine the relationship between learning and communication style among first year undergraduate management students in Mumbai. Research Methodology: Using a mixed-methods approach, 400 students completed the VARK and Leadership IQ-based communication style assessments. Quantitative analysis included Chi-Square, ANOVA, and Regression. Focus group discussions (n=40) offered qualitative insights. Findings: A significant correlation was found between learning styles and communication preferences (χ2 = 12.54, ρ = 0.015). Students with aligned learning and communication styles showed better academic performance (β = 0.38, ρ = 0.008) and higher confidence. Focus groups revealed that misalignment led to disengagement and lower performance in communication courses. Further, results show that learning-communication alignment boosts confidence, employability, echoing gains seen in Southeast Asian countries. Implications: This study calls for Indian B-Schools to adopt blended, multimodal, and culturally responsive pedagogy.

This study investigated the learning styles of collegiate aviation students. The results of this investigation were compared to the learning styles of qualified pilots in the United States Air Force, as identified in a previous study. Using the Kolb Learning Style Inventory, the objectives were to identify the learning styles of collegiate aviation students, determine if there was a difference in learning style among the grade levels of the college students, and to note the similarities and/or differences in learning styles between the collegiate aviation students and the United States Air Force pilots. The demographic survey used in the previous study was tailored to reflect the disparity of experiences between college students and active pilots in the United States Air Force. The population for this study consisted of students enrolled in the aviation programs at Oklahoma State University-Stillwater campus, Oklahoma State University-Tulsa campus, and Southeastern Oklahoma State University on the Durant campus and at Tinker Air Force Base. Using the results of this study to identify a preferred learning style among college aviation students can provide information about the students’ cognitive mapping. This mapping can be used as a tool so that courses can be more effectively designed. Modifications to this main theme can then be made for those students who have different learning styles. An ideal learning style, due to the predictive nature of Kolb’s Learning Style Inventory, can also identify aviation students as a discrete group from other degree programs on campus.

هدفت هذه الدراسة إلى تقييم الطلاب لأنماط التعلم المفضلة لديهم في کلية التربية والآداب بجامعة تبوک وعلاقة ذلک بمتغير جنس الطالب؛ إضافة إلى معرفة الفروق بين الطلاب العاديين والمتفوقين في أنماط التعلم المفضلة لديهم، تکونت عينة الدراسة من (216) طالبا وطالبة من المرحلة الجامعية الأولى (البکالوريوس) في کلية التربية والآداب في جامعة تبوک، حيث قام الباحث بتطوير مقياس لتقييم أنماط التعلم يتمتع بخصائص سيکومترية مناسبة، دلت نتائج الدراسة على أن بعد التعلم البصري قد جاء بالمرتبة الأولى من بين أبعاد أنماط التعلم الأخرى، يليه بعد التعلم الفردي، بينما جاء نمط التعلم الجمعي في المرتبة الأخيرة، کما بينت نتائج الدراسة على وجود فروق ذات دلالة إحصائية في نمط التعلم الفردي والتعلم البصري تبعا لمتغير جنس الطالب لصالح الإناث، بينما لايوجد فروق ذات دلالة إحصائية في أنماط التعلم الأخرى بين الذکور والإناث. من جهة أخرى فقد بينت نتائج الدراسة على وجود فروق ذات دلالة إحصائية في نمط التعلم الحرکي والتعلم البصري تبعا لمتغير التفوق لصالح الطلاب المتفوقين، في حين لايوجد فروق ذات دلالة إحصائية في أنماط التعلم الأخرى بين الطلاب المتفوقين والعاديين. This study aimed to investigate the Students Evaluation of preferred Learning Styles in the Faculty of Education and Arts at the University of Tabuk and its Relationship with student's gender, and therefore Knowledge the differences between ordinary and talented students in the preferred learning styles, the study sample consisted of (216) students from undergraduate at the Faculty of Education and Arts at the University of Tabuk, the researcher developed a scale to evaluate the preferred learning which have appropriate psychometric characteristics. Results of the study showed that the use of The visual style of learning is the first preferred Learning Styles by the viewpoints of students, while Collective learning Style came the last rank of the scale dimensions. In addition the results of this study showed the existence of significant differences in the preferred learning styles depending on the variable gender for the benefit of students female In Individual learning style and The visual style of learning, as well that there is no statistically significant differences in learning styles between outstanding students and ordinary differences.

This paper examined the relationship between upper intermediate female and male EFL learners’ learning styles and their performances on reading journalistic texts. Moreover, the study checked whether the gender of the participants has any impact on their performances on reading journalistic text styles. To this end, 30 female and 30 male homogeneous participants aged 22 to 45 years old, were selected based on their performance on Oxford Placement Test (OPT). To identify the participants’ learning styles, a questionnaire was distributed among the participants. The participants also sat for a test of reading journalistic texts designed by the researchers. The results indicated that learning style as a composite variable could predict the female learners’ reading of journalistic materials, and that group learning style was significantly correlated with reading journalistic texts. The data analysis, furthermore, revealed that learning style could not significantly predict male EFL learner’s performance on journalistic reading texts. Moreover, the differences between the learning styles of male and females EFL learners could not bring about significant changes in their reading journalistic texts. The results have some implications for EFL teachers and students, material developers, and curriculum designers.

Learning style based individualized adaptive e-learning environments: Content analysis of the articles published from 2005 to 2014

Learning styles play an important role in determining the most effective teaching strategies by aligning instructional methods with students’ individual preferences in receiving, processing, and understanding information. However, classroom teaching is often applied uniformly, disregarding the differences in learning styles among students. This can hinder the effectiveness of the learning process. This research aims to develop a web-based expert system using the Euclidean Probability method to identify the dominant learning styles of students at SMK Negeri 3 Lhokseumawe. The system processes input data representing student characteristics and calculates the proximity to each learning style category using the Euclidean distance formula. A total of 110 student data entries were analyzed, revealing that 32 students (29.09%) had a Visual learning style, 26 students (23.64%) were Auditory, 16 students (14.55%) were Read/Write, and 36 students (32.73%) were Kinesthetic learners. The results showed that the Kinesthetic learning style was the most dominant among students. Therefore, this expert system can efficiently assist in determining students' learning styles, allowing for quick and accurate identification of their learning preferences. This supports the development of more personalized and adaptive learning strategies, which are expected to enhance student engagement and learning outcomes.

This article investigates students’ reading materials, reasons for reading journal articles, and strategies in handling its difficulties. The data was collected by the use of qualitative method with structured interview. A number of eight students were purposely selected as the participants of this study, each representing eight different units studying in the seventh semester at a university in Banda Aceh, Indonesia. In analyzing the data, this research employed the qualitative descriptive analysis of data organization, data examination and data explanation. The findings showed that the favorite reading materials for students are website articles and social media captions, followed by non-fiction readings and newspapers. It is also found that preparing assignment is the utmost popular reason for reading journal articles for the students. Students also said that looking up in dictionary, internet surfing, consulting friends and lecturers, more practices, predicting the meaning of the words, and partial reading were some strategies they used to tackle the problems of reading journal articles. The implication of this study can be of actual practice to the academic reading course and curriculum and material development, especially for future improvement on students’ reading performance and proficiency.

This research aims to determine the influence of learning style on the learning outcomes of students. This research was conducted using a descriptive qualitative approach, describing or describing the influence of learning styles on student learning. The data collection technique used is the study of literature. The results of the research show that the learning style of students has three types of learning styles, each according to their comfort. How to find out the learning style that students have can be done by observation, survey, or learning style test. The strategy carried out to facilitate the learning process according to the learning style of students is to use visual material, encourage students to read the material in a loud voice, and invite children to learn while exploring the environment. Learning style is the key to improving academic achievement. Each student has a different learning style, so understanding the learning styles of different students will provide appropriate services for what and how should be provided and completed for learning that goes well.

Someone will learn better if the person concerned understands his character in learning. Individuals in learning have various ways; some learn by listening, some learn by reading, and some learn by discovering. These diverse ways of learning by students are known as learning styles. Kolb's learning style is divided into four types, namely converge, assimilator, diverge, accommodator. The purpose of the study was to determine the profile of student learning styles of the Faculty of Engineering, Universitas Negeri Makassar, which is divided into 9 (nine) study programs. Samples taken with an error rate of 5 percent were 177 students. Purposive sampling is used as a sampling technique with special considerations so that it is feasible to be used as a sample. The research measures four types of learning styles, namely Active Experimentation (AE), Concrete Experience (CE), Reflective Observation (RO), and Abstract Conceptual (AC). The results showed that the accommodator learning style was more dominant in students. Of the eight majors that became the research subjects, seven tended to the accommodator learning style, and only one tended to the assimilator learning style. The accommodator learning style combines the poles of active experimentation (doing) and concrete experience (feeling). The use of learning methods following the learning style is Problem-Based Learning which involves all students in the learning process.

Following a clarification of the relationship between learning styles, learning strategies and cultural factors that help shape them, the article presents the results of a free-writing questionnaire that asked 28 native English teachers to express their views on Chinese students’ learning styles and strategies. Inductive analysis of these free-writings indicated that Chinese students had certain types of learning styles and strategies, which were closely related to their traditional education pattern and cultural values. After tracing the origins of the cultural influence on the students’ learning styles and strategies, the article offers some practical suggestions, which might be beneficial to English teachers in China as well as those teachers who teach English in the same situation worldwide.