Perceptual learning style preferences of monolingual and bilingual EFL learners

• Alejandra Montero-SaizAja ^[1]
  1. [1] Universidad de La Rioja

     Universidad de La Rioja

     Logroño, España

     
• Localización: LFE: Revista de lenguas para fines específicos, ISSN 1133-1127, Vol. 28, Nº 1, 2022 (Ejemplar dedicado a: On communicative skills in foreign language teaching and academic language instruction: tools, resources and methods in the digital era), págs. 207-227
• Idioma: inglés
• Enlaces
  • Texto completo (pdf)
• Resumen

  • The present study explored the perceptual learning style preferences of monolingual and bilingual English as a Foreign Language (EFL) learnersto determinewhether they have similar or different learning style preferences. It also aims to provide an insight into the way EFL is learnt in a specific course level and community. The objectives of this research were twofold: (1) to identifythe most and least favoured perceptual learning style preferences of monolingual and bilingual EFL learners; and (2) to determine whether there were statistically significant differences between students’ linguistic profiles (monolingualism and bilingualism) and perceptual learning styles. The sample consisted of 60EFL learners (47 monolingual and 13 bilingual) who attended the second year of Spanish non-compulsory secondary education. The data collection instrument used to measure the perceptual learning style preferences was the Learning Style Survey (LSS) (Cohen et al., 2009). Findings indicated that monolingual and bilingual EFL learners preferred the visual learning style, whilst auditory learning style appeared to be the least popular. There were not statistically significant differences between students’ linguistic profiles and perceptual learning style preferences, and the effect size was small. Therefore, findings suggested that being monolingual or bilingual did not affect the students’ preferences for learning EFL.

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