Relationships among Perceptual Learning Style, the Ideal L2 Self, and Motivated L2 Behavior in College Language Learners

• Tae-Young Kim ^[1] ; Miso Kim ^[2]
  1. [1] Chung-Ang University

     Chung-Ang University

     Corea del Sur

     
  2. [2] Pennsylvania State University

     Pennsylvania State University

     Borough of State College, Estados Unidos

     
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 30, 2018, págs. 7-22
• Idioma: inglés
• DOI: 10.30827/digibug.54035
• Títulos paralelos:
  • Relaciones entre el Estilo de aprendizaje perceptual, el Ideal de uno mismo en L2 y el Comportamiento motivado en L2 en estudiantes universitarios de idiomas
• Enlaces
  • Texto completo (pdf)
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• Dialnet Métricas: 4 Citas
• Resumen
  • español

    El estudio investigó los efectos que tienen los estilos de aprendizaje perceptuales, la imaginación y el ideal de uno mismo en L2 sobre el comportamiento motivado en L2 de 283 estudiantes universitarios. Los estudiantes prefieren mayoritariamente un estilo de aprendizaje visual, seguido por estilos auditivos y quinestésicos. Los análisis estadísticos indican que los estilos visuales y auditivos estaban significativamente relacionados con el comportamiento motivado, mientras que el estilo quinestésico no; esto fue similar a los resultados de estudiantes más jóvenes. El análisis de regresión secuencial reveló que el ideal de uno mismo en L2 tuvo el poder más explicativo, seguido por la imaginación, el estilo auditivo y el estilo visual. La diferencia de género no fue encontrada dentro de las variables.

  • English

    The study investigated the effects of 283 college students’ perceptual learning styles, imagination, and the ideal L2 self on their motivated L2 behavior. The college students were found to prefer a visual learning style the most, followed by auditory and kinesthetic styles. Statistical analyses indicated that visual and auditory styles were meaningfully correlated with motivated behavior, while the kinesthetic style was not; this was consistent with the findings of younger students. Sequential regression analysis found that the ideal L2 self had the most explanatory power, followed by imagination, auditory style, and visual style. No statistically significant difference was found between male and female students in the perceptual learning style variables.

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