Students’ Learning Styles, Self-efficacy and its Correlation with their Social Interaction

Hala Mahmoud Hawa, Fılız Yalçın Tılfarlıoğlu

Abstract


This cross-sectional study has been prepared to investigate the self-efficacy levels and preferred learning styles of EFL learners at Gaziantep University School of Foreign Languages GUSFL along with revealing the relationship between these two variables and the learners’ social interaction. The present study was conducted in March of 2017-2018 academic year. The participants are students, who are learning English as a foreign language. The total number of participants is 312 from different nationalities, but mainly Turkish and Syrian, male and female. Before start applying the questionnaire, the tool’s three variables were checked and proved their reliability (Learning Styles =, 732; Social Interactions =, 799; Self-Efficacy =, 900). The next step was conducting the questionnaire. It’s worth mentioning that elements such as gender, nationality, proficiency level and age were taken into consideration while collecting and analyzing the data. The results indicated that learners use various learning styles and don’t rely on a particular one. However, the logical learning style registered the highest score (20,416) whereas, the lowest learning style was the reading and writing learning style (16,737). As for the student’s self-efficacy level, the participants showed a high level of self-efficacy (30,096 with a standard deviation of 6,498) especially the male participants where the results indicated a statistically significant difference in favour for men (p>, 05). Furthermore, as the study is concerned with uncovering any possible relationship between these three variables, the analyzed data has shown that there is a positive relationship between the learners’ preferred learning styles, their self-efficacy, and their social interaction. The article highlights how these variables are correlated with each other. Additionally, the results showed a major difference between Turkish and non-Turkish participants in terms of their social interaction.


Keywords


Learning Styles, Self-efficacy, Social Interaction, Gaziantep University, Variables, Gender, Nationality

Full Text:

PDF

References


Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84(2), 191.

Bandura, A. (1983). Self-efficacy determinants of anticipated fears and calamities. Journal of Personality and Social Psychology, 45(2), 464.

Bandura, A. (1989). Regulation of cognitive processes through perceived self-efficacy. Developmental Psychology, 25(5), 729.

Bandura, A. (1997). Editorial. American Journal of Health Promotion, 12(1), 8-10.

Bandura, A. (2000). Exercise of human agency through collective efficacy. Current Directions in Psychological Science, 9(3), 75-78.

Bandura, A. (2006). Guide for constructing self-efficacy scales. Self-efficacy beliefs of adolescents, 5(1), 307-337.

Bandura, A., & Adams, N. E. (1977). Analysis of self-efficacy theory of behavioral change. Cognitive Therapy and Research, 1(4), 287-310.

Bandura, A., & Locke, E. A. (2003). Negative self-efficacy and goal effects revisited. Journal of Applied Psychology, 88(1), 87.

Clay, J., & Orwig, C. J. (1999). Your learning style and language learning. Lingual links library, Summer Institute of Linguistic. Inc (SIL) International Version, 3.

Cohen, A. D., & Weaver, S. J. (2005). Styles and strategies-based instruction: A teachers’ guide. Minneapolis, MN: Center for Advanced Research on Language Acquisition, 8

Deveci, T. (2007). Andragogical and pedagogical orientations of adult learners learning English as a foreign language. New Horizons in Adult Education and Human Resource Development, 21(3‐4), 16-28.

Dewey, J. (2013). My pedagogic creed. In Curriculum Studies Reader E2 (pp. 29-35). Routledge.

Dewey, J. (1897). My pedagogic creed (1897). School Journal, 54(3), 77-80.

Ellington, Shannon & Benders, David. (2012). Learning Style and it's importance in Education.

Field, A. P. (2009). Discovering statistics using SPSS. Los Angeles: SAGE Publications.

Fleming, N. D. (1995, July). I'm different; not dumb. Modes of presentation (VARK) in the tertiary classroom. In Research and development in higher education, Proceedings of the 1995 Annual Conference of the Higher Education and Research Development Society of Australasia (HERDSA), HERDSA (Vol. 18, pp. 308-313).

Frege, G. (1956). The thought: A logical inquiry. Mind, 65(259), 289-311.

Grasha, A. F. (1984). Learning styles: The journey from Greenwich Observatory (1796) to the college classroom (1984). Improving College and University Teaching, 32(1), 46-53.

Grasha, A. F. (2002). Teaching with style: A practical guide to enhancing learning by understanding teaching and learning styles. Alliance Publishers

Hayes, J., & Allinson, C. W. (1988). Cultural differences in the learning styles of managers. Management International Review, 75-80.

Jerusalem, M., & Schwarzer, R. (1992). Self-efficacy as a resource factor in stress appraisal processes. Self-efficacy: Thought control of action, 195213.

Kolb, A. Y., & Kolb, D. A. (2005). Learning styles and learning spaces: Enhancing experiential learning in higher education. Academy of Management Learning & Education, 4(2), 193-212.

Kolb, A. Y., & Kolb, D. A. (2005). Learning styles and learning spaces: Enhancing experiential learning in higher education. Academy of Management Learning & Education, 4(2), 193-212.

Marcy, V. (2001). Adult Learning Styles: How the VARK© learning style inventory can be used to improve student learning. Perspectives on Physician Assistant Education, 12(2), 117-120.

Multon, K. D., Brown, S. D., & Lent, R. W. (1991). Relation of self-efficacy beliefs to academic outcomes: A meta-analytic investigation. Journal of Counseling Psychology, 38(1), 30.

Norman, G. (2009). When will learning style go out of style?

Reid, J. M. (1995). Learning styles in the ESL/EFL classroom. Heinle & Heinle Publishers, International Thomson Publishing Book Distribution Center, 7625 Empire Drive, Florence, KY 41042.

Schwarzer, R. (1995). A window on the self: Reconstructing thought processes to understand human action. Psychology & Health, 10(4), 285-289.

Schwarzer, R. i Jerusalem, M.(1995). Generalized Self-Efficacy scale. U J. Weinman, S. Wright i M. Johnston (Ur.). Measures in health psychology: A user’s portfolio. Causal and control beliefs, 35-37

Silver, H., Strong, R., & Perini, M. (1997). Integrating learning styles and multiple intelligences. Educational Leadership, 55(1), 22-27.

Strauss, V. (2013). Howard Gardner:‘Multiple intelligences’ are not ‘learning styles’. The Washington Post, 16.

Vita, G. D. (2001). Learning styles, culture and inclusive instruction in the multicultural classroom: A business and management perspective. Innovations in Education and Teaching International, 38(2), 165-174.

Zhou, M. (2011). Learning styles and teaching styles in college English teaching. International Education Studies, 4(1), 73.




DOI: http://dx.doi.org/10.7575/aiac.alls.v.10n.4p.42

Refbacks

  • There are currently no refbacks.




Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2010-2020 (CC-BY) Australian International Academic Centre PTY.LTD.

Advances in Language and Literary Studies

You may require to add the 'aiac.org.au' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.