investigating the learning style variation and strategy selection of iranian learners in listening skill

The aim of the present study is to investigate the effect of students' learning styles on their performance in various question types of the listening section of ielts examination as well as their strategy selection. to this aim, 90 iranian ielts candidates from ielts courses of an english language institute in tehran, took part in the study as the sampling method was based on availability. the participants of the study comprised of 35 males and 55 females, and they mostly aged between 20 to 27 years old. the researcher first used kolb's questionnaire to recognize the individual learning styles of candidates, which were accordingly categorized into four classes as activists, theorists, pragmatists, and reflectors. the results obtained from the oneway anova showed that the dissimilarity of the style groups causes different performance in some question types of the listening test. in the note completion, multiple choice, and matching question types, the findings indicated a statistically significant difference. therefore, it could generally be argued that in these three types of questions in the listening comprehension module of the ielts examination, variation in different learning styles groups causes variation of performance in different question types. the results of the present study also reveal that the style preferences affect the individual differences in selecting the learning strategies

Investigating the Learning Style Variation and Strategy Selection of Iranian Learners in Listening Skill

The aim of the present study is to investigate the effect of students #39; learning styles on their performance in various question types of the listening section of IELTS examination as well as their strategy selection. To this aim, 90 Iranian IELTS candidates from IELTS courses of an English language institute in Tehran, took part in the study as the sampling method was based on availability. The participants of the study comprised of 35 males and 55 females, and they mostly aged between 20 to 27 years old. The researcher first used Kolb #39;s questionnaire to recognize the individual learning styles of candidates, which were accordingly categorized into four classes as activists, theorists, pragmatists, and reflectors. The results obtained from the oneway ANOVA showed that the dissimilarity of the style groups causes different performance in some question types of the listening test. In the note completion, multiple choice, and matching question types, the findings indicated a statistically significant difference. Therefore, it could generally be argued that in these three types of questions in the listening comprehension module of the IELTS examination, variation in different learning styles groups causes variation of performance in different question types. The results of the present study also reveal that the style preferences affect the individual differences in selecting the learning strategies