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Journal of Engineering and Applied Sciences
Year: 2017 | Volume: 12 | Issue: 6 SI | Page No.: 7708-7711
DOI: 10.36478/jeasci.2017.7708.7711  
Study on Lower Level Student’s Learning Styles (Focused on TOEIC Listening Comprehension)
Myeong-Hee Shin
 
Abstract: This research is focused on lower level student’s learning styles, particularly with regards to their listening comprehension. To overcome difficulties in an EFL context, lower level students should try to find learning styles that are suitable for them. This research aims to investigate the possibility of identifying learning styles based on student’s learning motivations. To collect the data, several instruments were used. These were pre- and post-TOEIC listening tests and two questionnaires, one dealing with learning styles and the other with student’s English learning motivation. The collected data were analyzed using the statistics program SPSS (Version 18.0), reliability analysis and independent sample t-test. Lower level student’s learning styles were significantly dependent on their learning motivation. Especially, extrinsic motivation plays a more crucial role for students than intrinsic motivation. Also, learning motivation for females is higher than males. Learning styles that lower level students preferred are teacher-centered, reflective first but changed to active and global. They also preferred top down rather than bottom up with extrinsic motivation. In Korea, most of the lower level student’s English learning styles are passive, top-down and forced by extrinsic, rather than intrinsic motivation. However, depending on the techniques and practices of the instructor in the class, students altered and modified their learning styles. Therefore, understanding student’s learning styles is crucial in making them motivated and ensuring their progress in English.
 
How to cite this article:
Myeong-Hee Shin , 2017. Study on Lower Level Student’s Learning Styles (Focused on TOEIC Listening Comprehension). Journal of Engineering and Applied Sciences, 12: 7708-7711.
DOI: 10.36478/jeasci.2017.7708.7711
URL: http://medwelljournals.com/abstract/?doi=jeasci.2017.7708.7711