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

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dc.contributor.authorUysal, Nazan Müge
dc.contributor.authorTezel, Kadir Vefa
dc.date.accessioned2024-09-25T20:24:14Z
dc.date.available2024-09-25T20:24:14Z
dc.date.issued2020
dc.departmentAbant İzzet Baysal Üniversitesien_US
dc.description.abstractThis 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.en_US
dc.identifier.doi10.29000/rumelide.839149
dc.identifier.endpage714en_US
dc.identifier.issn2148-7782
dc.identifier.issn2148-9599
dc.identifier.issue21en_US
dc.identifier.startpage697en_US
dc.identifier.trdizinid482137en_US
dc.identifier.urihttps://doi.org/10.29000/rumelide.839149
dc.identifier.urihttps://search.trdizin.gov.tr/tr/yayin/detay/482137
dc.identifier.urihttps://hdl.handle.net/20.500.12491/16412
dc.identifier.volume0en_US
dc.indekslendigikaynakTR-Dizinen_US
dc.language.isoenen_US
dc.relation.ispartofRumeliDE Dil ve Edebiyat Araştırmaları Dergisien_US
dc.relation.publicationcategoryMakale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.snmzYK_20240925en_US
dc.titleThe effects of language learning strategies instruction based on learning styles on reading comprehensionen_US
dc.typeArticleen_US

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