Yıl 2019, Cilt 5 , Sayı 14, Sayfalar 238 - 249 2019-09-15


Nurgül IŞIK [1]

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.

learning styles, attitudes, second language learning, CALL
  • Boneva, D. and Mihavo, E. (2012). Dyslang Module 8 – Learning Styles and Learning Preferences. The Dyslexia Association, p. 1-32. Retrieved from http://dyscovery.research.southwales.ac.uk/media/files/documents/2014-01-16/Module_8.pdf Brudenell, I., Carpenter, C. (1990). Adult Learning Styles and Attitudes Toward Computer Assisted Instruction. Journal of Nursing Education, 29 (2), p. 79-83. Retrieven from https://www.researchgate.net/publication/21000622_Adult_learning_styles_and_attitudes_toward_computer_assisted_instruction Caliskan, H., Kilinc, G. (2012). The Relationship Between the Learning Styles of Students and Their Attitudes Towards Social Studies Course. Procedia - Social and Behavioral Sciences, 55, p.47 – 56. Retrieved from at www.sciencedirect.com Cesur, M. O., Fer, S. ( 2009). What is validity and reliability study of learning style survey. Journal of Theory and Practice in Education, 5(2), 289-314. Cohen, A. D., Oxford, R. L., & Chi, J. C. (2002). Learning Style Survey: Assessing Your Own Learning Styles. Minneapolis, MN: Center for Advanced Research on Language Acquisition, p.15-21. Cohen, A. D. & Weaver, S. J. (2006). Styles and strategies-based instruction: A teachers’ guide. Minneapolis, MN: Center for Advanced Research on Language Acquisition, University of Minnesota. Gomleksiz, M. (2010). An evaluation of students’ attitudes toward English language learning in Terms of several variables. Success. Procedia - Social and Behavioral Sciences, 9, p. 913-918. https://doi.org/10.1016/j.sbspro.2010.12.258 Husseina, G., Ddemirok, M. and Uzunboylu, H. (2009). Undergraduate student’s attitudes towards English language. Procedia Social and Behavioral Sciences, 1, p. 431–433. Retrieved from www.sciencedirect.com Kara, S. (2009). Learning Styles and Teaching Styles: A Case Study in Foreign Language Classroom. Conference of the International Journal of Arts and Sciences, 1(20), 77 – 82. Retrieved from http://www.openaccesslibrary.org/images/BOS134_Selma_Kara.pdf Lee, B. and Kim, H. (2014). What Can We Learn from Our Learners’ Learning Styles? English Language Teaching, 7 (9), p. 118- 131. doi:10.5539/elt.v7n9p118 Loewen, S, Li, S., Fei, F., Thompson, A., Nakatsukasa, K., Ahn, S., Chen, X. (2009). Second Language Learners’ Beliefs About Grammar Instruction ans Error Correction. The Modern Language Journal, 93, p. 91-104. Min, Byoung-chul. (1998). A Study of the Attitudes of Korean Adults toward Technology-Assisted Instruction in English-Language Programs. Multimedia-Assisted Language Learning, 1(1), 63-78. More, J. A. (1987). Native Indian Learning Styles: A review for researchers and Teachers. Journal of American Indian Education, 27 (1), 17-29. Retrieved from http://www.jstor.org/stable/24397988 Mori, Y. (1999) Epistemological Beliefs and Language Learning Beliefs: What Do Language Learners Believe About Their Learning? Language Learning, 49, 377–415. Retrieved from http://onlinelibrary.wiley.com/doi/10.1111/0023-8333.00094/full Myftiu, J. (2015). Individual Differences Considering Students’ Learning Styles. Psychology Department, Mediterranean Journal of Social Sciences, 6(3), 214-219. doi:10.5901/mjss.2015.v6n3s1p214 Oxford, R. L. (1993). Style analysis survey (SAS). Tuscaloosa, AL: University of Albama. Oxford, R.L., Ehrman, M., Lavine, R.Z., 1991. Style wars: Teacher-student style conflicts in the language classroom. In: Magnan, S.S. (Ed.). Challenges in the 1990s for College Foreign Language Programs. Heinle and Heinle, Boston, MA. Prince, J. M. (2006). Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases. J. Engr. Education, 95(2), 123–138. Pritchard, A. (2014). Ways of Learning: Learning Theories and Learning Styles in the Classroom, 3rd Ed. New York: Routledge Taylor & Francis Group Press. Reid, J. M. (1987). The learning style preferences of ESL students. TESOL Quarterly, 21(1), 87-111. Retrieved from http://www.tesol.org/read-and-publish/journals/tesol-quarterly Sirmaci, N. (2010). The relationship between the attitudes towards mathematics and learning styles. Procedia Social and Behavioral Sciences, 9, p. 644–648. Retrieved from www.sciencedirect.com Stockwell, G. (2014). Exploring theory in computer-assisted language learning. Alternative Pedagogies in the English Language & Communication Classroom: Selected Papers from the Fourth CELC Symposium for English Language Teachers (pp. 25-30). Swailes, S. and Senior, B. (1999). The Dimensionality of Honey and Mumford’s Learning Styles Questionnaire. International Journal of Selection and Assessment, 7, 1–11. http://doi.org/10.1111/1468-2389.00099
Birincil Dil en
Konular Eğitim, Eğitim Araştırmaları
Bölüm Makaleler

Yazar: Nurgül IŞIK
Ülke: Turkey


Yayımlanma Tarihi : 15 Eylül 2019

EndNote %0 International E-Journal of Advances in Education LEARNING STYLES OF STUDENTS AND THEIR ATTITUDES TOWARD COMPUTER ASSISTED LANGUAGE LEARNING %A Nurgül Işık %T LEARNING STYLES OF STUDENTS AND THEIR ATTITUDES TOWARD COMPUTER ASSISTED LANGUAGE LEARNING %D 2019 %J IJAEDU- International E-Journal of Advances in Education %P 2411-1821-2411-1821 %V 5 %N 14 %R doi: 10.18768/ijaedu.593479 %U 10.18768/ijaedu.593479