Effect of Learning Style on Learning Strategies (VLS): Language University Learners’ Perceptions | Chapter 9 | Progress in Language, Literature and Education Research Vol. 8

This study attempts to unveil the Concomitance of vocabulary learning strategies with learning styles in fostering reflection among university students during reading comprehension texts. The findings of this study can be useful for EFL instructors, curriculum development, and teacher training units at both Moroccan departments of English studies, as well as other departments. A structured, closed-ended questionnaire is used as the major data source for this purpose, and students from various university departments of English studies are the intended recipients of the questionnaires. There are eighty-four participants in this quantitative study. Convenience sampling with non-probability was used to recruit students. The present investigation employs two distinct data analysis techniques: descriptive analysis and Pearson correlational analysis.
 
The former summarizes the demographic variables and shows that students employ a duality of styles as they prefer to integrate a multi-modal approach to learning, while the next showcases the concomitance of the variables. The findings of the Pearson correlation analysis reveal significant relationships of interest in this study. The most salient findings indicate that there is a significant moderate positive association between the learner’s preferences on the one hand, and preparation phase strategies and the teacher’s role on the other hand. Additionally, the teacher’s role is significantly associated with preparation phase strategies, production phase strategies and the learner’s role. The results of the Pearson correlation indicate that vocabulary learning strategies can also be associated with the classroom environment and management. The study proposes that training in metacognitive, cognition and vocabulary learning strategies be implemented in language classrooms to increase students’ control over learning and to facilitate their knowledge acquisition. To provide an adequate geographical representation, future studies should include students enrolled in the English studies departments of several Moroccan institutions.

Author(s) Details:

Sana Sakale,
Faculty of Letters, University Kénitra, Morocco.

Zrari Ayoub,
Faculty of Letters, Languages and Arts, University Ibntofail, Kénitra, Morocco.

Please see the link here: https://stm.bookpi.org/PLLER-V8/article/view/14321