The effects of language learning strategies instruction based on learning styles on reading comprehension

This article aims to reveal the results of an experimental study aiming to identify the effects of language learning strategies instruction (LLSI henceforth) based on learning styles on reading comprehension of EFL learners at the preparatory school of a state university in Turkey. 52 preparatory school students were given strategy instruction based on learning styles throughout an entire learning level (5 weeks) to help improve their reading comprehension ability. For that purpose, two cognitive learning strategies, namely note-taking and summarizing, were taught to learners. At the beginning of the study, students’ learning styles were identified using The Kolb Learning Style Inventory (Version 3.1, Kolb & Kolb, 2005b). The reading course that incorporated strategy instruction included teaching and practicing note-taking and summarizing strategies which match with identified learning styles. To help maximize the benefit of strategy instruction based on learning styles, the 4MAT Model (McCarthy, 1990) which includes four basic quadrants, each representing a learning style, was used for planning classes and learning activities. The effects of LLSI based on learning styles were analyzed through a pretest- posttest design. In order to assess to what extent reading strategies instruction based on learning styles increased students’ comprehension of reading texts in the experiment group, paired sample t-test was used. On the other hand, the differences between the experiment and the control group were examined using independent sample t-test. The results showed that there was statistically significant difference between the post test results of the experiment and the control groups and LLSI was effective in terms of improving students’ reading ability and increasing their comprehension of reading texts.