| Summary: | 碩士 === 國立東華大學 === 英美語文學系 === 104 === This study aims to identify the language learning style and strategies used among English majors (N=112) at National Dong Hwa University. The study includes: (1) investigating what types of learning styles English majors most prefer; (2) Probing how the English professional electives (EPE) and English general education courses (EGEC) affect the learning strategies of English majors; and (3) researching how the learning styles of English majors relate to their strategy use in EPE and EGEC. The research tools include the Perceptual-Learning Style Preference questionnaire (Reid, 1984) and the Strategy Inventory for Language Learning (Oxford, 1990). The data was analyzed using descriptive statistical analyses and Pearson’s product-moment correlation coefficients to investigate students’ three most common learning style preferences and strategy use and whether their learning styles influenced strategy use in EPE and EGEC.
The research results show that the auditory learning style was the students’ most common style preference, followed by kinesthetic learning style, and tactile learning style. As for students’ most common strategy used in EPE, they used cognitive strategy more frequently than social strategy and meta-cognitive strategy. Regarding students’ most common strategy use in EGEC, they used social strategy more frequently than compensation strategy and cognitive strategy. Furthermore, there were significant correlations among each learning style type and each learning strategy. Especially, the more students preferred tactile style, the more they preferred the top three strategies (cognitive, social, and meta-cognitive) in EPE. The more students preferred auditory style, the more they preferred cognitive strategy in EPE. Additionally, the more students preferred kinesthetic and tactile style, the more they preferred the top three strategies (social, compensation, and cognitive) in EGEC. Thus, the study provides for students to become aware of their learning style preference and strategy use, particularly in relation to English courses, and then they can receive more attention in English learning and also strengthen other different learning strategy use to boost their learning. As for instructors, they can manipulate students’ various learning styles and strategies while integrating them into curriculum
|
|---|
