The Influence of Learning Style on English Learning Achievement among Undergraduates in Mainland China

Autor/inn/en	Huang, Fang; Hoi, Cathy Ka Weng; Teo, Timothy
Titel	The Influence of Learning Style on English Learning Achievement among Undergraduates in Mainland China
Quelle	In: Journal of Psycholinguistic Research, 47 (2018) 5, S.1069-1084 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0090-6905
DOI	10.1007/s10936-018-9578-3
Schlagwörter	Cognitive Style; English (Second Language); Second Language Learning; Second Language Instruction; Language Proficiency; Foreign Countries; Learning Strategies; College Students; Student Attitudes; Teaching Methods; China + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language skill; Language skills; Sprachkompetenz; Ausland; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Collegestudent; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Learning style is one of the main factors that determines how students learn English and has a significant influence on students' learning strategy selection, which further affects their learning outcomes (Ehrman and Oxford in Mod Lang J 74(3):311-327, 1990; Oxford in Language learning styles and strategies: an overview, 2003. http://web.ntpu.edu.tw/~language/workshop/read2.pdf). This study examines the learning style preferences of Chinese university students and whether those preferences influence their English achievements. Four hundred undergraduates from one university in eastern mainland China participated in this study. Data from 329 valid questionnaires were analysed. The results revealed that the Chinese university students preferred the visual learning style the most, followed by the auditory and kinaesthetic styles. However, no learning style preference was found to influence the students' English proficiency. Cultural reasons are discussed to explain the findings, which contradict those of previous studies of learning style theories and practices. This study recommends that Chinese scholars consider issues of English teaching and learning in China and to adopt appropriate teaching methods to effectively improve English teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01