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The Learning Style Preferences of ESL Students

Joy M. Reid
TESOL Quarterly
Vol. 21, No. 1 (Mar., 1987), pp. 87-111
DOI: 10.2307/3586356
Stable URL: http://www.jstor.org/stable/3586356
Page Count: 25
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The Learning Style Preferences of ESL Students
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Abstract

Following a review of the literature on learning styles and cognitive styles for both native speakers (NSs) and nonnative speakers (NNSs) of English, this article presents the results of a questionnaire that asked 1,388 students to identify their perceptual learning style preferences. Statistical analyses of the questionnaires indicated that NNS learning style preferences often differ significantly from those of NSs; that ESL students from different language backgrounds sometimes differ from one another in their learning style preferences; that other variables such as sex, length of time in the United States, length of time studying English in the U.S., field of study, level of education, TOEFL score, and age are related to differences in learning styles; and that modifications and extensions of ESL student learning styles may occur with changes in academic environment and experience.

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