CAN DIFFERENT LEARNING STYLES IMPACT EFL LEARNERS' TOEFL ACHIEVEMENT?

Asti Diah Palupi(1), Tono Suwartono(2*), Dewi Sukawati(3),

(1) Department of English Language Teaching School of Postgraduate Universitas Muhammadiyah Purwokerto
(2) Department of English Language Teaching School of Postgraduate Universitas Muhammadiyah Purwokerto SINTA ID :6026976 SCOPUS ID:57190977759
(3) Department of English Language Teaching School of Postgraduate Universitas Muhammadiyah Purwokerto
(*) Corresponding Author


Abstract


Educators need insights into how various learning styles can influence learners' performance in assessments. Exploring the impact of different learning styles on EFL learners' TOEFL reading achievement is a multidimensional endeavor with implications for educators, learners, and the broader society. This study aims to investigate the extent to which vocational diploma EFL learners acquired English based on their preferred learning styles. The ex-post facto design was used for this study. As many as 37 participants were selected purposely from all majoring fourth semester students at an EFL vocational diploma college. A questionnaire was used to divide the participants into three groups depending on their preferred learning styles: visual, auditory, and kinesthetic. A TOEFL reading test was employed to measure the participants’ English proficiency. The average scores for each learning style group were calculated and revealed that visual learners had an average TOEFL reading score of M=43.22, kinesthetic learners had an average TOEFL reading score of M=38.70, and auditory learners had an M=35.00. To statistically compare these averages, one-way analysis of variance (ANOVA) was used. The ANOVA results showed a non-significant finding with df=2, F=1.102 and P=0.344. The findings revealed that the TOEFL reading comprehension scores of students with different learning styles did not differ significantly. This study contributes to the ongoing discourse surrounding individualized learning experiences and standardized language assessments. As the field of language education continues to evolve, further research will be pivotal in refining pedagogical practices to better meet the diverse needs of learners striving to excel in their language proficiency endeavors


Keywords


auditory; learning style;, kinesthetic, TOEFL reading achievement; visual

Full Text:

PDF PDF

References


Akmal, S., Risdaneva, Habiburrahim, & Sari, M. (2020). The English Teachers’ Challenges in TOEFL Preparation for Senior High School Students. Journal on English as a Foreign Language, 10(1), 24-44. doi: https://doi.org/10.23971/jefl.v10i1.1627.

Albeta, S. W., Haryati, S., Futra, D., Aisyah, R., & Desviana, A. (2021). The Effect of Learning Style on Students’ Learning Performance During the Covid-19 Pandemic. Jurnal Tadris Kimiya, 6(1), 115-123. http://doi.org/10.15575/jtk.v6i1.12603.

Al-Qahtani, Fatma M. & Alwaheebi, Ebtisam W. (2023). Using Motivational Strategies to Develop University EFL Students’ Reading Skills. Journal of Language Teaching and Research, 14(1), 82-89. https://doi.org/10.17507/jltr.1401.09.

Bane, G., & Kitila, T. (2023). Exploring the Usage of Afaan Oromoo (L1) in English as a Foreign Language Classroom: The Case of Primary Schools, Oromia, Ethiopia. Journal of Language Teaching and Research, 14(2), 490-498. http://doi.org/10.17507/jltr.1402.25.

Barokah, S. M., & Suseno, L. C. (2019). Learning Styles: Does it Cause the Differences of Students Achievement? Jurnal Ilmu Pendidikan, 25(2), 82-87. http://dx.doi.org/10.17977/um048v25i1p82-87.

Birinci, F. G., & Sariçoban, A. (2021). The effectiveness of visual materials in teaching vocabulary to deaf students of EFL. Journal of Language and Linguistic Studies, 17(1), 628-645. https://doi.org/10.52462/jlls.43.

Creswell, J. W. (2012). Educational research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (4th ed.). Pearson.

Duykuluoğlu, A. (2023). Educational Big Data and Its Functions. Technium Education and Humanities, 4, 30-39: https://doi.org/10.47577/teh.v4i.8424.

Elesio, J. M. (2023). The Influence of Self-Regulated Learning Strategies Towards Academic Performance of College Students. East Asian Journal of Multidisciplinary Research, 2(2), 823-838. https://10.55927/eajmr.v2i2.3029.

Fajri, D. R. (2019). An Analysis of Student Strategy in Completing TOEFL Reading Comprehension Test. Journal of English Language Teaching and Literature, 2(2), 84-91. https://doi.org/10.47080/jeltl.v2i2.598.

Gear, J., & Gear, R. (2016). Cambridge Preparation for the TOEFL Test. Cambridge University Press.

Hidayat, N., & Irdiyansyah, I. (2022). Optimizing Academic Achievement through Comprehensive Integration of Formative Assessment into Teaching. European Journal of Education Research, 12(1), 71-85. https://doi.org/10.12973/eu-jer.12.1.71.

Huber, M., & Muller, C. (2023). Is There a Learning Type?! Revisiting Learning-Styles Theory in View of Learning and Emotion. European Journal of Education Studies, 10(3), 1-20. https://doi.org/10.46827/ejes.v103.4688.

Istighfaroh, F., Mustof, M., & Rifiyani, A. J. (2023). Can learningapps.org enhance students' toefl structure scores? focusing on self-assessment. Premise: Journal of English Education and Applied Linguistics, 12(1), 110–127. https://doi.org/10.24127/pj.v12i1.5423.

Jaelani, S. R., Wathoni, H., Purnama, B., Harianto, H., & Wadi, S. (2022). The Students’ Ability in Reading Comprehension of TOEFL for EFL Learners. JSHP, 6(1), 60-66. https://doi.org/10.32487/jshp.v6i1.1296.

Jaleel, Sajna and Anne Mary Thomas. (2019). Learning Styles Theories and Implications for Teaching Learning. USA: Horizon Research Publishing.

Jamalzadeh, M. (2021). Assessing the Validity of an IAU General English Achievement Test through Hybridizing Differential Item Functioning and Differential Distractor Functioning. Language Testing in Asia, 11(8), 1-17. https://doi.org/10.1186/s40468-021-00124-7.

Karim, R., Talukder, H. K., Mondol, R. U., Ghose, R. K., & Hossain, M. I. (2022). Learning Styles of Undergraduate Medical Students and their Relation with Preferred Teaching-Learning Methods. The Journal of Teachers Association, 35(2), 19-26. https://doi.org/10.3329/taj.v35i2.63690.

Kurniawan, F., Erita, Y., Syahrir, D., & Khairunnisa, V. (2022). The influence of the student's environment on students’ learning motivation. Journal of Digital Learning and Distance Education, 1(8), 297-305. http://doi.10.56778/jdlde.v1i7.58.

Maming, K., Rahman, A. W., & Idris, R. A. (2023). The Influence of Motivation and Learning Style on Learning Pattern toward Students’ Speaking Improvement. ELS Journal on Interdisciplinary Studies in Humanities, 6(1), 32-37. https://doi.org/10.34050/elsjish.v6i1.24949.

Marín-Díaz, V., Riquelme, I., & Cabero-Almenara, J. (2020). Uses of ICT Tools from the Perspective of Chilean University Teachers. Sustainability. https://doi.org/10.3390/su12156134.

Mawaddah, N., Mustofa, M., & Putra, I. S. (2022). Improving students’ listening ability using edpuzzle interactive video. Premise: Journal of English Education and Applied Linguistics, 11(1), 65-81. http://dx.doi.org/10.24127/pj.v11i1.4521

Meadseena, A., & Chano, J. (2023). Enhancing English Language Skills of Upper Secondary Students through Content and Language Integrated Learning. Journal of Educational Issues, 9(1), 72-90. https://doi.org/10.5296/jei.v9i1.20597.

Mohamed, A. (2023). Implementing virtual literature circles for developing English learners’ vocabulary acquisition and reading comprehension. International Journal of English Language and Literature Studies, 12(2), 74-85. https://doi.org/10.55493/5019.v12i2.4723.

Netta, A., & Trisnawati, I. K. (2019). Acehnese Undergraduate Students’ Strategies in Preparing for TOEFL. Englishia, 7(1), 41-52. https://doi.org/10.22373/ej.v7i1.5779.

Nofrialdi, R. (2022). The Effect of Student’s Creativity and Learning Interest on Learning Achievement in Economic Students Class XI IPS SMA Ekasakti Padang. Journal International of Global Education, 1(2), 37-46. https://doi.org/10.31933/jige.v1i1.536.

Pratiwi, D. I., Atmaja, D. S., & Prasetya, H. W. (2021). Multiple E-Learning Technologies on Practicing TOEFL Structure and Written Expression. Journal of English Educators Society, 6(1), 105-115. https://doi.org/10.21070/jees.v6i1.1194.

Rafiq, M., & Hardiyanto, A. (2023). An Analysis of Student Learning Style in Learning English in Sekolah Indonesia Kuala Lumpur, Malaysia. Voice of English Language Education Society, 7(1), 145-157. http://dx.doi.org/10.29408/veles.v7i1.7869.

Rajanthran, S. K., Wider, W., Wong, L. S., Chan, C. K., & Maidin, S. S. (2023). Utilization of High-Impact Educational Practices (HIPS) to Engage Undergraduates: A Preliminary Case Study. Journal of Curriculum and Teaching, 12(1), 27-35. https://doi.org/10.5430/jct.v12n1p27.

Rattanasak, S. (2023). The Interplay Between the Internet-Based Reading Resources and Learner-to-Learner Interactions in Blended Language Learning. Online Journal of Communication and Media Technologies, 13(2), 1-15. https://doi.org/10.30935/ojcmt/13050.

Riduan, R., Setiyadi, B., & Huzairin, H. (2021). The comparative study in reading comprehension achievement on students with visual, auditory, and kinesthetic learning styles. U-Jet: Unila Journal of English Language Teaching. https://doi.org/10.23960/ujet.v10.i2.202112.

Safei, N. H., & Ekasari, F. R. (2022). Positive Contribution of Extensive Reading to EFL Students’ Learning. Journal of Language Teaching and Learning, Linguistics and Literature, 10(2), 2043-2054. https://doi.org/10.24256/ideas.v10i2.3232.

Serván, P. G. G. (2023). Formative Feedback in Reading Comprehension. Asian Journal of Education and Social Studies, 38(1), 1-8. https://doi.org/10.9734/AJESS/2023/v38i1814.

Suwartono. (2021). Do Different Learner Groups Achieve Differently in English? Purwokerto: UMPurwokerto Press.

Treve, M. (2021). English for Academic Purposes (EAP) Lecturers’ Perceptions of Formative Assessment Integration in the Thai EAP Context. Journal of Language and Linguistic Studies, 17(2), 1096-1113. https://doi.org/10.52462/jlls.77.

Wahab, I. & Nuraeni, N. (2020). The Analysis of Students’ Learning Style. Scope of English Language Teaching, Literature and Linguistics (SELTICS), 3(1), 41-46. https://doi.org/10.46918/seltics.v3i1.509.

Zalha, F. B., Alfiatunnur, A., & Kamil, C. A. T. (2020). Strategies in Dealing with the Reading Section of ‘TOEFL Prediction’: A Case of Aceh EFL Learners. Indonesian Journal of English Education, 7(2), 159-171. https://doi.org/10.17622/ijee.v7i2.17622.




DOI: http://dx.doi.org/10.24127/pj.v13i1.8751

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 Authors

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

=====================

Publisher

Universitas Muhammadiyah Metro

Unit Publikasi Ilmiah (Scientific Publication Unit)

Address:

Gedung HI Lt 1, Ruang UPT Publikasi Ilmiah Universitas Muhammadiyah Metro

Jl. Ki Hajar Dewantara No.116, Iringmulyo, Metro Timur, Kota Metro, Lampung 34111
Phone/WA: +6285709141060

Email:upi@ummetro.ac.id 

======================

e-ISSN-2442-482x  p-ISSN-2089-3355

Download Premise Official Template  June -October 2023

Certificate