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In Iran, however, learners’ learning styles have been ignored and have been taken into account as an insignificant component in the learning process among Iranian EFL learners in general and freshman university students in particular. Very little study has been conducted to identify Iranian learners’ learning styles that not only would help learners’ learning but also help improve teachers’ teaching. Matching these two aspects would lead to greater success. Nevertheless, Riazi and Riasati (2007) conducted a study on 219 Iranian learners of English in Shiraz to identify their learning styles. The study employed Brindley’s (1984) language learning preference questionnaire. The participants were from different levels of instruction and different ages. The findings show that the students favoured the communicative approach carried out in pair or group work and felt that it helped improve their English language skills. They also preferred taking part in classroom discussion and interaction in learning English.Although this study found that learners preferred a communicative approach, learners at higher institutions in Iran; particularly freshmen, are still observed to be passive learners of English. Perhaps they are unaware of their learning styles and perhaps the teaching styles at higher institutions do not match learners’ learning styles. Thus, the study presented in this paper was an attempt to determine Iranian EFL freshman university students’ learning style(s) to help them understand how they learn and thus increase their potentials. This study also aimed to discover whether there was a difference between male and female freshman university students’ learning style(s). However, this present study employed the four types of learning style preferences developed by Willing (1988) to investigate Iranian EFL freshman university students’ types of learning style(s).


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