Learning Styles, Strategy Use, and English Performance: A Case Study of Taiwanese EFL College Students

By Yi-an Hou, Yen-ju Hou, Wei-yu Chung and Hsueh-yu Cheng.

Published by The International Journal of Learner Diversity and Identities

Format Price
Article: Print $US10.00
Published online: June 19, 2014 $US5.00

The study was conducted to investigate students’ learning styles, strategy use, and English performance. Participants were 121 Taiwanese college students from six departments, including fifty-one males and seventy females. They were all arranged to take an English proficiency test (CEF, B1) and fill out questionnaires from the Perceptual Learning Style Preference Survey (PLSPS) (Reid, 1998) and Strategy Inventory for Language Learning (SILL) (Oxford, 1990). Findings showed that the linkage between students’ learning styles and strategies did exist and predicted to their English performance. Both teachers’ and students’ self-awareness and style-based strategy instruction were recommended for more effective teaching and learning.

Keywords: Learning Styles, Strategy Use, English Performance

The International Journal of Learner Diversity and Identities, Volume 21, Issue 1, December 2014, pp.1-11. Article: Print (Spiral Bound). Published online: June 19, 2014 (Article: Electronic (PDF File; 496.111KB)).

Yi-an Hou

Assistant Professor, General Education, Kaomei Junior College of Healthcare and Management, Kaohsiung, Taiwan

Yen-ju Hou

Assistant Professor, Department of Applied English, Shu Zen Junior College of Medicine and Management, Kaohsiung, Taiwan

Wei-yu Chung

Lecturer, General Education, Kaomei Junior College of Healthcare and Management, Kaohsiung, Taiwan

Hsueh-yu Cheng

Professor, Department of Applied Foreign Languages, Aletheia University, Tainan, Taiwan, Taiwan