International E-Journal of Advances in Education

Öz

The main purpose of
the study is to determine the correlation between learning styles of students
and their attitudes toward computer-assisted language learning (CALL). Given
the importance on the role of learning styles and students’ attitudes toward
computer-assisted language learning, the current study seeks to explore, in more
detail, second language learners’ perspectives on this issue by asking the
following questions:1.What is the correlation between learning styles of
students and their attitudes toward CALL? 2.What is the difference between ESL/EFL
learners in terms of their attitudes toward second language learning and CALL? The
research sample was chosen with the snowball sampling method from the United
States and Turkey without looking at their individual differences. All of the
50 participants in the sample were second language learners. For data analysis,
Cohen, Oxford, and Chi’s (2002) multi-dimensional Learning Style Survey (LSS)
and Min’s (1998) Attitude Toward CALL Questionnaire was used in the study. As a
result of the study, a positive scale moderately significant relationship was
determined between extroverted and inductive learning styles of students, and
their attitudes toward second language learning. It is also concluded that the
inductive and reflective learning style was moderately correlated with their attitude
toward second language learning with computers. In addition, it was found that
there was a significant difference between the attitudes of ESL language
learners and EFL language learners. In line with this study’s findings, further
study may be done especially on deductive and inductive learning styles in
order to understand how they affect language learning. Other further research
focus may be on the differences between ESL and EFL learners so as to find out
their motivation to learn a language with computers.