Perceptual Learning Style Preferences of English Major Libyan University Students and Their Correlation with Academic Achievement

Abstract

Exploring learning styles is important to success in teaching and learning language. The aim of this study, therefore, was to investigate the perceptual learning style preferences of Libyan university students at Omar Al-Mukhtar University Campuses. It was also conducted to check whether there is a possible relationship between students' perceptual learning style preferences and their academic achievement. A total of 75 fourth year English major students were participated in this study. A self-reporting learning style questionnaire developed by Kinsella (1994) was used to collect data and final semester examination scores were used to determine the average academic achievement for each participant. The findings indicated that tactile style was the most dominant learning style among the students followed by auditory style while kinesthetic style was the least favoured learning style. The findings also revealed that students' learning style preferences had a significant relationship with their academic achievement. The findings are discussed in this study with implication for English teachers to be aware of their students' perceptual learning style as a major factor influence students’ achievement. This study contributed to the EFL field in Libya by providing clear information on students' learning style preferences and their correlation with academic achievement.

Keywords: learning style preferences, academic achievement, Libyan students, English major