FOREIGN LITERATURE

- According to Crosthwaite (2015), The findings dispel the myth of the "quiet," "rote-learning" Asian
student and indicate that a wide variety of learning styles can be found in language learning groups
consisting of only one cultural member. The proficiency test scores and participation levels of the test
and control groups differed relatively slightly, indicating that using participation as a gauge of course
achievement had little effect on performance. Individualistic learners typically performed worse on
proficiency tests and in participation than learners with learning styles more suited for group work in
the classroom.

https://rdcu.be/dxMdi

Crosthwaite, Assessing in-class participation for EFL: considerations of effectiveness and fairness for
different learning styles. Language Testing in Asia 5, 9 (2015). https://doi.org/10.1186/s40468-015-
0017-1

According to Yousefi Afshari Z, Pourhossein Gilakjani A. (20230, The study investigated the impact of
learning styles on EFL learners’ reading comprehension skills improvement and self-efficacy
perceptions. To this end, 60 intermediate male/female EFL learners at Pasargad Language Center in
Langarud, Iran with the age range from 14 to 20 were selected based on the results of Michigan Test
of English Language Proficiency. Next, they were randomly divided into two groups of 30. Then, the
participants in both groups sat for a pretest of the English reading comprehension test, and answered
the English proficiency background form, self-efficacy scale, and Maggie McVay Lynch learning style
inventory. Next, the experimental group received learning-style-based activities, while the control
group continued to work in the traditional way, with no regard for learning styles.

http://ijreeonline.com/article-1-874-en.html

Yousefi Afshari Z, Pourhossein Gilakjani A. Investigating the Impact of Learning Styles on Reading
Comprehension Skills and Self-Efficacy Perceptions: Evidence from Iranian Intermediate EFL Learners.
IJREE 2023; 8 (4)
URL: http://ijreeonline.com/article-1-874-en.html

According to Alison J. Green (2016), A conceptual model for hospitality education is presented with a
focus on testing an active learning theory by using the Felder-Soloman (2001) Index of Learning Styles
(ILS). The ILS and the four dimensions, active–reflective, sensing–intuitive, visual–verbal, and
sequential–global, are discussed. A total of 365 participants responded to the ILS and overall results
found that the students were active learners. The outcomes of the ILS were active, sensing, visual,
and sequential learners. Once the results were completed, it could then be applied to the Green and
Sammons (2013) Hospitality Learners Model. The model, which includes several different “layers”—
andragogy, instructional design systems, learning theories (peer, active, and experiential), technology,
and evaluation—is discussed.

According to Helen S. Lepke Ph.D (2027), Individual learning styles, their complex mechanisms and
their elusive physiognomies, have become the focus of increased experimentation in many subject
matter areas. This article describes the salient features of five testing instruments which, though
dissimilar in scope and emphases, illustrate the direction of recent trends. Included are Harry
Reinert's ELSIE (Edmonds Learning Style Identification Exercise) with its major emphasis on the
learner's preferred method of adopting and internalizing words; Joseph Hill's Cognitive Style Interest
Inventory, a broad-base instrument which examines the interacting influences of communicative
symbols, sensory experiences, and programmatic cues; Anthony Papalia's Learning Modalities and
Individual Differences Inventories, a comparative approach in which the student's self-assessment of
his cognitive preferences is juxtaposed with the teacher's observations; David E. Hunt's Paragraph
Completion Method, which probes into the learner's conceptual maturity level; and the Dunn, Dunn,
and Price Learning Style Inventory which is designed to analyze the influences of environmental,
emotional, sociological, and physical stimuli in determining individual learning patterns.
According to Lillian L.C. Wong (2026), The paper presents the results of a comparative investigation
into the learning styles and strategies of effective and ineffective language learners. Subjects for the
study were one hundred and ten undergraduate university students in Hong Kong. They were
categorized as ‘more effective’ or ‘less effective’ learners, on the basis of their scores on a
standardized public English examination administered at the end of secondary school. Subjects
completed an online questionnaire through which data were collected on their learning strategy
preferences as well as patterns of language practice and use. The study revealed key differences in
learning strategy preferences, learning styles and patterns of language use. Implications of the study
are presented and discussed.

According to Obergriesser and Stoeger (2020), Studies have shown that the student's use of these
strategies has a significant and positive correlation with learning satisfaction. This phenomenon
influences the student's self-efficacy, academic emotions, and learning outcome

According to Saqr et al. (2023), Students with effective learning strategies are able to set learning
goals based on their awareness of what they have learned and what they need to learn, to monitor
learning and learning achievement, to evaluate their learning processes and to use and adjust – that is
, transfer – their learning strategies into new contexts.

According to Shanon M. Pella (2020), In this yearlong case study, six English teachers in an urban high
school in Northern California engaged in sustained collaboration focused on developing and enacting
strategies to improve the writing skills of their culturally and linguistically diverse freshmen.

According to Ildi Kurniawan (2023), This research aims to find out the types of learning strategies in
speaking for presentations applied by the fourth semester students of the English Education Study
Program at the University of Bengkulu.

According toVivat Thongchotchat (2021), Learning styles, learners’ preferred ways to learn, can be
applied to design personalized learning courses for the individual learner. One of those applications is
the recommender system. This study ran a systematic literature review on the recommender system
utilizing learning styles from two dependable academic libraries, IEEE Xplore and ScienceDirect, which
included six reviewed topics; research objective, research methodology, educational
recommendation, learning styles theory, learning style identification, and recommendation algorithm.
Finally, the obtained information was examined and summarized in order to develop a unique
strategy for leveraging the utilization of learning style theory for a recommender system to improve
learning efficiency.

FOREIGN STUDIES

According to Yao Feng, Fernando Iriarte, and Jorge Valencia (2020), Examining the innate
connections between Chinese students studying Spanish as a foreign language and their academic
achievement was the goal of the current study. To do this, learning styles and strategies were
determined using an adaptation of the Honey-Alonso Learning Styles Questionnaire (CHAEA) and an
adaptation of the Strategy Inventory for Language Learning (SILL) questionnaire. Students' scores
from the National Examination for Undergraduate Students of Hispanic Philology were utilised to
gauge their academic achievement. According to our findings, most Chinese students who take
foreign language classes combined the various teaching philosophies.
In addition, the majority of them employed all tactics at a medium to high frequency. The learning
styles and tactics showed significant relationships.

According to Kexuan Chen (2023) More and more people these days believe that learning processes
for students should take precedence over teaching methods in the classroom. Studies on students'
learning styles are brought about by this. "student-oriented" educational approach. When learning a
language, learning styles are crucial. This essay examines several definitions of learning styles,
learning style-related variables, and research on the effects of various learning styles on academic
performance and learning outcomes. In order to help students learn a foreign language more
effectively and to provide teachers with some guidance on how to teach students with varying
learning styles, the researcher examines the relationship between learning styles and language
acquisition by analysing the results from various learning styles.

According to Ian Isamonger, Chris Sheppered (2018) This paper presents the findings of a survey on
the perceptual learning styles of Korean students (n=710) after reviewing the research on learning
styles in general and cross-cultural perceptual learning styles in particular. The study is a replication of
two other investigations that were conducted in the same field, and the results are thoroughly
examined in light of those earlier studies' conclusions. Examined in terms of a variety of variables,
such as age, gender, year of study, major field, time spent abroad, and attendance at private language
schools, are preferences for various perceptual learning styles as well as preferences for individual
and group instruction. Results contradict some of the earlier findings while also validating some of the
earlier research in the field.

According to Dincer Bicer (2020) The purpose of this study is to look into how teachers and students
at a public university's foreign language preparatory school learn. Additionally, it seeks to determine
whether there is a statistically significant difference between the academic accomplishment levels of
students who have different learning styles and those of students who share their instructors'
learning styles. Quantitative data for this study was gathered from a learning styles questionnaire,
placement exam results, and average exam scores for the term among the students. 139 students and
12 professors at Bulent Ecevit University's Compulsory Foreign Language Preparatory School had their
learning styles determined in the spring 2012-2013 semester using the learning styles inventory. The
Chi Square test was used to analyze the data.

According to Harold Pashler (2020), The term “learning styles” refers to the concept that individuals
differ in regard to what mode of instruction or study is most effective for them. Proponents of
learning-style assessment contend that optimal instruction requires diagnosing individuals' learning
style and tailoring instruction accordingly. Assessments of learning style typically ask people to
evaluate what sort of information presentation they prefer (e.g., words versus pictures versus speech)
and/or what kind of mental activity they find most engaging or congenial (e.g., analysis versus
listening), although assessment instruments are extremely diverse. The most common—but not the
only—hypothesis about the instructional relevance of learning styles is the meshing hypothesis,
according to which instruction is best provided in a format that matches the preferences of the
learner (e.g., for a “visual learner,” emphasizing visual presentation of information).

According to Butler(2017) , learning style is a general concept which

highlights the learning differences like the quality of an
umbrella. Every individual has a different style. This
can be in clothes worn, the music listened and the
colors selected by and the friends and social groups of
the individuals. Those different individual styles help
the individual to identify a learning style.

According to Allport(2016) , learning style is defined as

perception, thought, remembering or problem-solving
of the individual in the way that s/he is used to do. It is
assumed that these definitions include cognitive
processes and the individuals use the learning style that
they are used to. Allport, in his study of learning
styles, used the style concept in 2016 and then in 2021.
He also concentrated on the individual differences
among students.

According to previous studies of Jafari H (2019), good study habits include studying in a quiet
place,studying daily, turning off devices that interfere with study (such as TV and mobile phones),
taking notes of important content, having regular rests and breaks, listening to soft music, studying
based on own learning style, and prioritizing the difficult contents.

According to Joy Xu (2021), Effective study strategies (including efficient note-taking, time
management, and active recall methods) are an important key to academic success.

According to Hilmi Hilmi (2023), This study examines active learning strategies in classrooms,
highlighting their effectiveness in promoting student activity, self-development, self-
conceptualization, and meaning-building for effective learning objectives.