Associating Learning Styles with Academic Achievement in English

Wafaa Husain Jabur Al-Temeemey

Vol. 14, Jul-Dec 2022


Iraqi English language learners exhibit variation in their academic performance in courses covering linguistic and literary subjecs, leaving professors to wonder whether this is due to the content or the learners’ preferences for styles that correspond with that content. Put a strong emphasis on students' preferred learning styles is one of the efficient ways to respond to this question. Learning style preference is a relatively new idea in Iraq, and few studies about students' learning styles and academic achievement in the English language have been conducted. This study looks into students' learning styles and tries to determine whether there is a correlation between learning preferences and academic achievement in both linguistic and literary subjects over the courses of four years of college. To put it another way, the researcher seeks to ascertain whether or not participants' learning styles preferences have any bearing on how well they perform in linguistic and literary subjects. Reid's Perceptual Learning Style Preference Questionnaire was the tool used to collect data from 65 EFL learners. Means, standard deviations, Pearson correlation, and correlation coefficient were used to analyze the three preferred learning styles. It is hoped that the study's findings will draw the professors’ attention to the concept of learning style in order to help their college students who might perform poorly in their English courses.

Back Download