Relationships Among Learning Styles, Learning Strategy Use, and English Proficiency of Chinese EFL University Students

Résumé du livre

This study investigates the multi-dimensional learning style preferences, learning strategy use, and English proficiency of Chinese EFL students studying at a university in the north-eastern part of China, with a focus on exploring the interrelationships that exist among the three factors. By using mixed methods, namely, the combined use of both quantitative and qualitative methods, this study attempts to provide more precise and complete descriptions of the learning styles and learning strategy use of the EFL learners, as well as of the relationship between these two important individual variables and their possible influence on the achievements of English language. In the quantitative component of this study, 466 participants completed two surveys, namely, the adapted Strategy Inventory for Language Learning (SILL) and the Style Analysis Survey (SAS), which were used to measure the learning strategies used by the participants and their multi-dimensional learning styles. An English proficiency test was administered to the participants to measure their English competence. In the qualitative component, face-to-face interviews were conducted with 21 participants who were selected purposively among the three proficiency groups.