On the relationship between gender and perceptual language learning styles: the case of Iranian academic EFL learners

Abstract

In the past few decades, research on gender and language learning styles (LLSs) across various EFL/ESL contexts has received remarkable attention. From these studies, a multitude of contradictory and heterogeneous findings has been observed which justify additional research in SLA contexts in general and EFL contexts like Iran in particular. Hence, the present study attempted to explore the relationship between Iranian EFL students’ perceptual learning styles and gender. For this aim, a 32-item questionnaire was administered to 105 EFL students at Ilam University, Iran. Results of quantitative research and statistical analysis of findings indicated that both male and female students inclined to be bimodal learners who were visual/non-verbal (V/NV) rather than being trimodal or single learners who were, respectively, visual/verbal/kinesthetic (VVK) and auditory (A). Besides, descriptive analyses of the data as well as the results of Chi-square run for the significance of these differences showed that female learners tended to be more VTK learners. Therefore, it is concluded that gender plays a significant role in EFL students’ LLSs in Iran. These findings can contribute to the EFL teachers’ understanding of their students’ LLSs and can aid in serving essential strategies and teaching methods while confronting students’ problems in EFL classes.

Keywords:

• language learning style (LLS)
• perceptual learning style (PLS)
• gender
• EFL

Acknowledgements

The authors express their gratitude to Rebecca Oxford for her permission to include Table 1 in the article. We are equally thankful to Kate Kinsella for her permission to adopt the questionnaire. Additionally, we express our gratitude to the anonymous referees, whose comments, suggestions and recommendations elevated the quality of the study. We are also grateful to the undergraduate students of Ilam University for their cooperation in completion of the questionnaires.

Notes

*p < 0.05.

*p < 0.05.

*p < 0.05.