Learning-how-to-learn: Sophomore university students’ learning styles and strategies in Iran
Learning-how-to-learn: Sophomore university students’ learning styles and strategies in Iran

Summary/Abstract: Managing a class to suit students’ learning styles has been widely discussed by EFL scholars and a number of studies have investigated on students’ academic achievement. The purpose of this paper is to present the results of a comparative investigation into the learning styles and strategies of learners with different achievement levels of the students of Islamic Azad University (IAU), Shahreza Branch, IRAN.50 second-year English majors were chosen from six classes on writing/ grammar, reading, listening andspeaking courses. They were categorized as High-achievers, Medium-achievers and Low-achievers, on the basis of their scores on TOEFL exam containing four parts, i.e. listening, reading, writing and structure, as a criterion taken for second language learning. The participants of the study were asked to complete Oxford’s Style Analysis Survey (SAS) and to attend a semi-structured interview. The data were analysed using Chi-square Analysis. Findings revealed significant differences in patterns of language use of students with different learning styles. Teachers’ being aware of students’ learning styles and strategies in order to match teaching styles and teaching materials to the class can be considered as one of the most important implications of this study.

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