This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Jie, L. Articles by Xiaoqing, Q. Search for Related Content Social Bookmarking                         What's this?

Language Learning Styles and Learning Strategies of Tertiary-Level English Learners in China

The Chinese University of Hong Kong, Hong Kong, P.R. China, lijie{at}cuhk.edu.hk

Qin Xiaoqing

Huazhong University of Science and Technology, P.R. China, qxq{at}mail.hust.edu.cn

This study focuses on the relationship between learning styles and language learning strategies in the EFL context in China. The study presents two kinds of data: quantitative and qualitative. In the quantitative study, the subjects consisted of 187 second-year undergraduates. Two self-reported inventories, the Chinese version of MBTI-G and a questionnaire on the use of learning strategies adapted from O’Malley and Chamot’s classification system, were used to examine the students’ learning styles and learning strategies respectively. Structured interviews have been performed among the six high and low achievers in the qualitative aspect of the study.

The analyses show that learning styles have a significant influence on learners’ learning strategy choices. There is evidence that the Judging scale correlates positively with seven sets of learning strategies. Thus it turns out to be the most influential learning style variable affecting learners’ learning strategy choices. Compared with low achievers, high achievers are more capable of exercising strategies that are associated with their non-preferred styles.

Based on the available research results, it is proposed that learning styles may influence learners’ language learning outcomes through their relationship with learning strategies. The pedagogical implications of these findings are discussed, as are suggestions for future research.

Key Words: China • Judging scale • language learning strategies • learning styles • Myers-Briggs Type Indicator (MBTI) • qualitative and quantitative data

RELC Journal, Vol. 37, No. 1, 67-90 (2006)
DOI: 10.1177/0033688206063475


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?