Gender differences and reading proficiency in relation to learning styles of  Chinese undergraduate EFL students

Xiangyang Zhang; Peerasak Siriyothin; Andrew-Peter Lian

Authors

Xiangyang Zhang School of Foreign Languages, Institute of Social Technology, Suranaree University of Technology, Nakhon Ratchasima 30000, Thailand
Peerasak Siriyothin School of Foreign Languages, Institute of Social Technology, Suranaree University of Technology, Nakhon Ratchasima 30000, Thailand
Andrew-Peter Lian School of Foreign Languages, Institute of Social Technology, Suranaree University of Technology, Nakhon Ratchasima 30000, Thailand

Keywords:

Perceptual learning style preferences, gender, English reading proficiency, EFL students, PLSPQ

Abstract

Students’ learning styles may influence their language learning. The purpose of this study was to explore the distribution of first-year Chinese undergraduate EFL students’ perceptual learning style preferences, and further identify whether their learning styles were impacted by gender and levels of English reading proficiency. Participants were 245 (170 females and 75 males) non-English major undergraduate students learning English as a foreign language (EFL). They were divided into high, moderate and low English reading proficiency groups according to their scores in an English reading comprehension test. Data were collected from a 30-item Perceptual Learning Style Preferences Questionnaire (PLSPQ) (Reid, 1984, 1995). The PLSPQ consists of six style modalities: Visual, Auditory, Kinesthetic, Tactile, Group and Individual. Descriptive statistical analyses showed that the participants’ favored styles were Kinesthetic and Tactile, while Group style was the least favored. An independent Samples t-test indicated that male participants differed from female participants in Group style. One-Way ANOVA revealed that there was a significant difference in Group style between high English reading proficiency participants and low English reading proficiency participants. Discussions of the study’s findings are presented. It is recommended that educators take learning styles into consideration when designing learning activities. Limitations of the study as well as recommendations for further research are presented.

References

Bailey, P., Onwuegbuzie, A. J., & Daley, C. E. (2000). Using learning style to predict foreign language achievement at the college level. System, 28, 115-133.

Carbo, M. (1984). Research in learning style and reading: Implications for instruction. Theory into Practice, 23(1), 72-76. Retrieved from http://www.jstor.org/stable/1476741

Chen, K. T.-C., & Hung, P. (2015). Exploring perceptual learning style preferences of university ESP students in Taiwan. The Journal of Teaching English for Specific and Academic Purposes, 3(1), 69-76.

Chen, M.-L. (2009). Influence of grade level on perceptual learning style preferences and language learning strategies of Taiwanese English as a foreign language learners. Learning and Individual Differences, 19, 304-308. DOI: 10.1016/j.lindif.2009.02.004

Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ, USA: Lawrence Erlbaum Associates.

Ellis, R. (2008). The study of second language acquisition (2nd ed.). Oxford, UK: Oxford University Press.

He, B., & Sangarun, P. (2015). Implementing autonomy: a rhizomatic model for pronunciation. Rangsit Journal of Arts and Sciences, 5(1), 1-12.

He, B., Sangarun, P., & Lian, A. (2015). Improving the English pronunciation of Chinese EFL university students through the integration of CALL and

verbotonalism. In J. Colpaert, A. Aerts, M. Oberhofer, & M. G.-C. Plana (Eds.), Seventeenth International CALL Conference: Task design and CALL (pp. 276-285). Tarragona, Spain.

Honigsfeld, A., & Dunn, R. (2003). High school male and female learning-style similarities and differences in diverse nations. The Journal of Educational Research, 96(4), 195-206.

Hou, Y.-A. (2009). An investigation of perceptual learning style preferences, language learning strategy use, and English achievement: A case study of Taiwanese EFL students. A thesis for the degree Doctor of Education. La Sierra University, USA.

Hyland, K. (1993). Culture and learning: A study of the learning style preferences of Japanese students. RELC Journal, 24(2), 69-87. DOI: 10.1177/003368829302400204

Isemonger, I., & Sheppard, C. (2003). Learning styles. RELC Journal, 34(2), 195-222. DOI: 10.1177/003368820303400205

Khatib, S. A. A., & Ghosheh, S. K. (2013). Perceptual learning style preferences in relation to gender, academic achievement and field of study among a sample of UAE college students. Scholars Journal of Arts, Humanities and Social Sciences, 1(2), 69-80.

Khamkhien, A. (2012). Demystifying Thai EFL learners’ perceptual learning style preferences. 3L: The Southeast Asian Journal of English Language Studies, 18(1), 61-74.

Kinsella, K. (1995). Understanding and empowering diverse learners in ESL classrooms. In J. M. Reid (Ed.), Learning styles in the ESL/EFL classroom (pp. 170-194). Boston, MA, USA: Heinle & Heinle.

Koda, K. (2005). Insights into second language reading: A cross-Linguistic approach. Cambridge, UK: Cambridge University Press.

Lin, H.-p., & Shen, S.-s. (1996). Perceptual learning style preferences for EFL students in junior colleges in Taiwan. ERIC. Retrieved from http://files.eric.ed.gov/fulltext/ED400680.pdf

Melton, C. D. (1990). Bridging the cultural gap: A study of Chinese students’ learning style preferences. RELC Journal, 21(1), 29-54. DOI: 10.1177/003368829002100103

Naserieh, F., & Anani Sarab, M. R. (2013). Perceptual learning style preferences among Iranian graduate students. System, 41, 122-133. DOI: 10.1016/j.system.2013.01.018

Nel, C. (2008). Learning style and good language learners. In C. Griffiths (Ed.), Lessons from good language learners (pp. 49-60). Cambridge, UK: Cambridge University Press.

Peacock, M. (2001). Match or mismatch? Learning styles and teaching styles in EFL. International Journal of Applied Linguistics, 11(1), 1-20.

Reid, J. (1984). Perceptual learning style preference questionnaire. Copyrighted by Reid. Available through Joy Reid, Department of English, University of Wyoming, Laramie, WY 82070.

Reid, J. M. (1987). The learning style preferences of ESL students. TESOL Quarterly, 21(1), 87-111. Retrieved from http://www.jstor.org/stable/3586356

Reid, J. (1990). The dirty laundry of ESL survey research. TESOL Quarterly, 24(2), 323-338. Retrieved from http://www.jstor.org/stable/3586913

Reid, J. M. (1995). Preface. In J. M. Reid (Ed.), Learning styles in the ESL/EFL classroom (pp. viii-xvii). Boston, MA, USA: Heinle & Heinle.

Rossi-Le, L. (1995). Learning styles and strategies in adult immigrant ESL students. In J. M. Reid (Ed.), Learning styles in the ESL/EFL classroom (pp. 118-125). Boston, MA, USA: Heinle & Heinle.

Severiens, S. E., & Ten Dam, G. T. M. (1994). Gender differences in learning styles: A narrative review and a quantitative meta-analysis. Higher Education, 27, 487-501.

Stebbins, C. (1995). Culture-specific perceptual-learning-style preferences of postsecondary students of English as a second language. In J. M. Reid (Ed.), Learning styles in the ESL/EFL classroom (pp. 108-117). Boston, MA, USA: Heinle & Heinle.

Williams, J. (2010). Reading comprehension, learning styles, and seventh grade students. A thesis for the degree Doctor of Education. Liberty University, USA.

Wintergerst, A. C., & DeCapua, A. (2001). Exploring the learning styles of Russian-speaking students of English as a second language. The CATESOL Journal, 13(1), 23-46.

Wintergerst, A. C., DeCapua, A., & Itzen, R. C. (2001). The Construct validity of one learning styles instrument. System, 29, 385-403. DOI: 10.1016/s0346-251X(01)00027-6