2024 : 4 : 15
Mousa Ahmadian

Mousa Ahmadian

Academic rank: Professor
ORCID: https://orcid.org/0000-0001-9608-8737
Education: PhD.
ScopusId: 37053495200
Faculty: Literature and Languages
Address: Arak University
Phone: 086-33135111

Research

Title
The Effect of Learning-Style-Based Teaching Techniques on EFL Learners’ Paragraph Writing: The Case of Iranian Students of 12th Grade
Type
Thesis
Keywords
Keywords: Learning styles – Teaching techniques- Paragraph writing – Learning style-based teaching techniques – 12th grade learners
Year
2021
Researchers Mousa Ahmadian(PrimaryAdvisor)، Houshang Yazdani ghareaghaj(Advisor)، Fatemeh Habib nezhad(Student)

Abstract

This study aims to investigate the effect of learning style-based teaching techniques in the performance of the female EFL learners of the 12th grade in paragraph writing. The participants included 32 learners from Khondab, Iran. For this, the learners’ learning styles were identified through Kolb’s Learning Style Inventory developed by Honey and Mumford (1992). After having the learners homogenized by placement tests, they were assigned in experimental and control groups. Through eight sessions of teaching paragraph writing, the experimental group received the teaching techniques devised upon their learning styles while the control group was exposed to a fixed set of teaching techniques in which learners’ learning styles were overlooked. Then, the learners’ paragraphs were scored, compared, and analyzed in both groups. As the session-to-session analysis showed, the p-values of sessions one to two, two to three, and three to four were more than 0.05 in both the control group and the experimental group; it showed no significant effect of matching learning styles to teaching techniques. On the other hand, the p-value for the t-test of the first and the final tests in the experimental group was 0.018, which demonstrates a significant effect. However, no significant effect was observed all through the test in the control group. It may thus be concluded that matching the teaching techniques to the learners’ learning styles can positively influence the paragraph writing of the female EFL learners of the 12th grade in paragraph writing in a long term.