Perceptual Learning Style Preferences and Computer-Assisted Writing Achievement within the Activity Theory Framework

Journal of English Language Pedagogy and Practice

مقاله 4، دوره 11، شماره 23، دی 2018، صفحه 67-84   

نوع مقاله: Research Paper

شناسه دیجیتال (DOI): 10.30495/jal.2019.664540

نویسندگان

Arezoo Hajimaghsoodi¹؛ Parviz Maftoon^{* 2}

¹Department of English, College of Foreign Languages and Literature, Science and Research Branch, Islamic Azad University, Tehran, Iran

²Associate Professor, Department of English, Science and Research Branch, Islamic Azad University, Tehran, Iran

چکیده

Learning styles are considered among the significant factors that aid instructors in deciding how well their students learn a second or foreign language (Oxford, 2003). Although this issue has been accepted broadly in educational psychology,further research is required to examine the relationship between learning styles and language learning skills. Thus, the present study was carried out to investigate the relationship between the perceptual learning style preferences and the participants’ writing achievement after receiving instruction based on computer-assisted language learning within the activity theory framework. For this purpose, 67 students majoring in English translation at a university in Iran were selected as the participants of the study based on their performance on a version of The Oxford Placement Test. A correlational research design was employed using a writing pretest and posttest and a style preference questionnaire. The writing instruction was based on an e-learning platform designed according to the activity theory framework. The results indicated lack of significant relationship between the participants’learning style preferences and theirwriting achievement. It was also found that there was no significant difference in the writing achievement of the participants across different learning style preferences.
 

کلیدواژه‌ها

Activity Theory؛ computer-assistedlanguage learning؛ learning style preferences؛ writing achievement

مراجع

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