On the relationship between Iranian EFL learners’ reading fluency, their personality types and learning styles

Figures & data

Table 1. Descriptive statistics of the Nelson test administration

	Statistic	Std. Error
	Mean	Std. Deviation	Minimum	Maximum	Skewness	Kurtosis	Std. Error
Nelson Homogenize	26.5	4.976	17.00	35.00	−.227	−.725	.212

Table 2. Kolmogorov Smirnov test of normality, mean score and standard deviation

	Kolmogorov-Smirnov^a
	Statistic	Df	Sig.
Reading fluency rater 1a	.052	130	.200*
Reading fluency rater 1b	.063	130	.200*
Reading fluency rater 2	.058	130	.200*
Personality type	.054	130	.200*
Learning style	.046	130	.200*

a. Lilliefors Significance Correction

*. This is a lower bound of the true significance.

Table 3. Results of Pearson correlation coefficient between personality types and reading fluency

		Reading Fluency
Realistic	Pearson Correlation	.123
	Sig. (2-tailed)	.164
	N	130
Intellectual	Pearson Correlation	−.269**
	Sig. (2-tailed)	.002
	N	130
Social	Pearson Correlation	.145
	Sig. (2-tailed)	.100
	N	130
Conventional	Pearson Correlation	.029
	Sig. (2-tailed)	.743
	N	130
Enterprising	Pearson Correlation	.103
	Sig. (2-tailed)	.243
	N	130
Artistic	Pearson Correlation	.078
	Sig. (2-tailed)	.376
	N	130

**. Correlation is significant at the 0.01 level (2-tailed).

Table 4. Results of Pearson correlation coefficient on learning styles and reading fluency

		Reading
Visual	Pearson Correlation	.239**
	Sig. (2-tailed)	.006
	N	130
Auditory	Pearson Correlation	−.357**
	Sig. (2-tailed)	.000
	N	130
Kinesthetic	Pearson Correlation	.319**
	Sig. (2-tailed)	.000
	N	130
Tactile	Pearson Correlation	−.059
	Sig. (2-tailed)	.504
	N	130
Group	Pearson Correlation	−.123
	Sig. (2-tailed)	.165
	N	130
Individual	Pearson Correlation	.123
	Sig. (2-tailed)	.165
	N	130

**. Correlation is significant at the 0.01 level (2-tailed).

Table 5. Coefficients and collinearity statistics for personality types

Model		Unstandardized Coefficients		Standardized Coefficients	T	Sig.	Collinearity Statistics
		B	Std. Error	Beta			Tolerance	VIF
1	(Constant)	88.705	2.973		29.838	.000
	Realistic	.090	.130	.064	.692	.490	.827	1.209
	Intellectual	−.399	.124	−.294	−3.208	.002	.848	1.179
	Social	.209	.110	.168	1.904	.059	.917	1.091
	Conventional	−.141	.142	−.102	−.994	.322	.681	1.468
	Enterprising	.091	.123	.068	.739	.461	.837	1.194
	Artistic	.209	.155	.116	1.350	.179	.966	1.035

a. Dependent Variable: Reading

Table 6. Model Summary of Regression Analysis

Model	R	R Square	Adjusted R Square	Std. Error of the Estimate	Change Statistics
					R Square Change	F Change	df1	df2	Sig. F Change
1	.353^a	.124	.082	5.41042	.124	2.912	6	123	.011

a. Predictors: (Constant), Artistic, Realistic, Enterprising, Intellectual, Social, Conventional

b. Dependent Variable: Reading

Table 7. Coefficients and collinearity statistics for learning styles

Model		Unstandardized Coefficients		Standardized Coefficients	T	Sig.	Collinearity Statistics
		B	Std. Error	Beta			Tolerance	VIF
1	(Constant)	97.602	6.875		14.196	.000
	Visual	−.274	.185	−.262	−1.479	.142	.218	4.591
	Auditory	−.590	.248	−.527	−2.374	.019	.139	7.211
	kinesthetic	.079	.119	.083	.661	.510	.433	2.308
	Tactile	.026	.118	.021	.218	.828	.732	1.366
	individual	.012	.127	.009	.091	.928	.660	1.514

a. Dependent Variable: Reading

Table 8. Model summary of regression analysis

Model	R	R Square	Adjusted R Square	Std. Error of the Estimate	Change Statistics
					R Square Change	F Change	df1	df2	Sig. F Change
1	.390^a	.152	.118	5.30308	.152	4.444	5	124	.001

a. Predictors: (Constant), individual, kinesthetic, tactile, visual, auditory

b. Dependent Variable: Reading