The relationship between learning styles and learners' preference for English language learning software activities

The purpose of this study is to find the relationship between students’ learning style and their preferences of “Tell Me More” language learning software activities. The participants were 57 intermediate international IEC students at Universiti Teknologi Malaysia (UTM). This study used Kolb Learning...

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Main Author:	Davaripour, Raheleh
Format:	Thesis
Language:	English
Published:	2011
Subjects:	L Education (General)
Online Access:	http://eprints.utm.my/id/eprint/32624/1/RahelehDavaripourMFP2011.pdf
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id	my-utm-ep.32624
record_format	uketd_dc
spelling	my-utm-ep.326242018-05-27T07:46:54Z The relationship between learning styles and learners' preference for English language learning software activities 2011 Davaripour, Raheleh L Education (General) The purpose of this study is to find the relationship between students’ learning style and their preferences of “Tell Me More” language learning software activities. The participants were 57 intermediate international IEC students at Universiti Teknologi Malaysia (UTM). This study used Kolb Learning Style Inventory (KLSI) as an instrument to investigate participants’ learning styles which indicated that IEC students had different learning styles in which 12 are divergers, 12 are accommodators, 19 are assimilators and 14 are convergers. A “Tell Me More” activities preference questionnaire was distributed to find out 40 of the 57 participants’ preference of these activities (10 participants for each learning style). The results of this questionnaire were analysed according to their learning style to find out the relationship between the participants’ learning styles and preference for “Tell Me More” activities. The results were then triangulated using interview questions. Hence, this study reveals majority of the participants who are accommodators, convergers and divergers prefer the dialogue type of “Tell Me More” activities. In addition, the same number of participants who were divergers also liked activities which are “fill in the blanks”. On the other hand, majority of the participants who were assimilators, have a preference for the “the right word” type of “Tell Me More” activities. This study suggests considering the educational needs of learners in second or foreign English language courses based on the individual learning style. 2011 Thesis http://eprints.utm.my/id/eprint/32624/ http://eprints.utm.my/id/eprint/32624/1/RahelehDavaripourMFP2011.pdf application/pdf en public http://dms.library.utm.my:8080/vital/access/manager/Repository/vital:70368?site_name=Restricted Repository masters Universiti Teknologi Malaysia, Faculty of Education Faculty of Education
institution	Universiti Teknologi Malaysia
collection	UTM Institutional Repository
language	English
topic	L Education (General)
spellingShingle	L Education (General) Davaripour, Raheleh The relationship between learning styles and learners' preference for English language learning software activities
description	The purpose of this study is to find the relationship between students’ learning style and their preferences of “Tell Me More” language learning software activities. The participants were 57 intermediate international IEC students at Universiti Teknologi Malaysia (UTM). This study used Kolb Learning Style Inventory (KLSI) as an instrument to investigate participants’ learning styles which indicated that IEC students had different learning styles in which 12 are divergers, 12 are accommodators, 19 are assimilators and 14 are convergers. A “Tell Me More” activities preference questionnaire was distributed to find out 40 of the 57 participants’ preference of these activities (10 participants for each learning style). The results of this questionnaire were analysed according to their learning style to find out the relationship between the participants’ learning styles and preference for “Tell Me More” activities. The results were then triangulated using interview questions. Hence, this study reveals majority of the participants who are accommodators, convergers and divergers prefer the dialogue type of “Tell Me More” activities. In addition, the same number of participants who were divergers also liked activities which are “fill in the blanks”. On the other hand, majority of the participants who were assimilators, have a preference for the “the right word” type of “Tell Me More” activities. This study suggests considering the educational needs of learners in second or foreign English language courses based on the individual learning style.
format	Thesis
qualification_level	Master's degree
author	Davaripour, Raheleh
author_facet	Davaripour, Raheleh
author_sort	Davaripour, Raheleh
title	The relationship between learning styles and learners' preference for English language learning software activities
title_short	The relationship between learning styles and learners' preference for English language learning software activities
title_full	The relationship between learning styles and learners' preference for English language learning software activities
title_fullStr	The relationship between learning styles and learners' preference for English language learning software activities
title_full_unstemmed	The relationship between learning styles and learners' preference for English language learning software activities
title_sort	relationship between learning styles and learners' preference for english language learning software activities
granting_institution	Universiti Teknologi Malaysia, Faculty of Education
granting_department	Faculty of Education
publishDate	2011
url	http://eprints.utm.my/id/eprint/32624/1/RahelehDavaripourMFP2011.pdf
_version_	1747816047594962944

The relationship between learning styles and learners' preference for English language learning software activities

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