Arts & Humanities Journal|IJAH

Title: A RELATIONSHIP BETWEEN LEARNING STYLES, LANGUAGE LEARNING STRATEGIES, AND ACADEMIC ACHIEVEMENT AMONG THE ENGLISH MAJORS
Authors: Mulualem Eshete Mekie and Gashaw Tefera
Volume:5 Issue: 8
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Mulualem Eshete Mekie and Gashaw Tefera Department of English Language and Literature, Arba Minch University, Arba Minch, Ethiopia
MLA 8 Mekie, Mulualem Eshete, and Gashaw Tefera. "A RELATIONSHIP BETWEEN LEARNING STYLES, LANGUAGE LEARNING STRATEGIES, AND ACADEMIC ACHIEVEMENT AMONG THE ENGLISH MAJORS." Int. J. Arts & Humanities, vol. 5, no. 8, Nov.-Dec. 2021, pp. 153-176, doi.org/10.46609/IJAH.2021.v05i08.002. Accessed Nov.-Dec. 2021. APA 6 Mekie, M., & Tefera, G. (2021, November/December). A RELATIONSHIP BETWEEN LEARNING STYLES, LANGUAGE LEARNING STRATEGIES, AND ACADEMIC ACHIEVEMENT AMONG THE ENGLISH MAJORS. Int. J. Arts & Humanities, 5(8), 153-176. Retrieved from https://doi.org/10.46609/IJAH.2021.v05i08.002 Chicago Mekie, Mulualem Eshete, and Gashaw Tefera. "A RELATIONSHIP BETWEEN LEARNING STYLES, LANGUAGE LEARNING STRATEGIES, AND ACADEMIC ACHIEVEMENT AMONG THE ENGLISH MAJORS." Int. J. Arts & Humanities 5, no. 8 (November/December 2021), 153-176. Accessed November/December, 2021. https://doi.org/10.46609/IJAH.2021.v05i08.002.
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Keywords: Learning Style, Language Learning Strategies, Academic Achievement, Perceptual Learning Style Preferences, Strategy Inventory for Language Learning
Abstract: The purpose of this study was to investigate the individual learning style, language learning strategies preferences of learners, and to know whether there is relationship amongst the two and the academic achievement among the third year English majors at three selected Ethiopian universities. A total of 70 students were selected randomly to complete two questionnaires which was used to identify students’ perceptual learning style preferences and the other was used to identify students’ learning strategies. In addition, an achievement test was held to determine the students' achievement level. The research findings showed that the students had major and negligible learning styles. Based on the cut off points stated in the scoring sheet of the questionnaire, it was found that it seemed that only the mean scores of visual, auditory kinesthetic, tactile, and individual learning style were fall into the major learning style preferences category. And the negligible learning style preferences was the group learning, and there was no minor learning style preferences among the learners. Furthermore, the result depicted that there are statistically significant differences between male and female in auditory with the sig. value 0.0280, and there are no statistically significant differences between male and female in visual (sig. value 0.3952), kinaesthetic (sig. value 0.4029), tactile (sig. value 0.3604), group learning (sig. value 0.4563), and individual learning styles (sig. value 0.4284). Regarding to the general tendency of strategy preferences, the most preferred strategy category was the cognitive strategies, Meta cognitive strategies, memory strategies, compensation strategies and social strategies respectively. The final and the least preferred strategies were the affective strategies. Consequently, the result depicted that there are no statistically significant differences between male and female in all realms, except social strategies towards female. Vis-à-vis to the relationship between achievement and students' learning strategies, the result showed that there was correlation between the two among the participants. And also it was found that there was statistically significant correlation between achievement and all strategies except memory strategies and mea-cognitive strategies. Further, concerning the relationship between achievement and learning styles the result shows that there are existence of correlation between students' learning style and the academic achievement, and it was found that there is statistically significant correlation between the two. Finally, with respect to the relationship between learning styles and learning strategies the result revealed that there are no statistically significant correlation between all strategies and all style except cognitive strategies with visual positive relation, and tacticle with compensation strategies negative relation, and lastly the research provided recommendations.
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