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Hajimaghsoodi, A., Maftoon, P. (2019). Perceptual Learning Style Preferences and Computer-Assisted Writing Achievement within the Activity Theory Framework. Journal of English Language Pedagogy and Practice, 11(23), 67-84.
Arezoo Hajimaghsoodi; Parviz Maftoon. "Perceptual Learning Style Preferences and Computer-Assisted Writing Achievement within the Activity Theory Framework". Journal of English Language Pedagogy and Practice, 11, 23, 2019, 67-84.
Hajimaghsoodi, A., Maftoon, P. (2019). 'Perceptual Learning Style Preferences and Computer-Assisted Writing Achievement within the Activity Theory Framework', Journal of English Language Pedagogy and Practice, 11(23), pp. 67-84.
Hajimaghsoodi, A., Maftoon, P. Perceptual Learning Style Preferences and Computer-Assisted Writing Achievement within the Activity Theory Framework. Journal of English Language Pedagogy and Practice, 2019; 11(23): 67-84.

Perceptual Learning Style Preferences and Computer-Assisted Writing Achievement within the Activity Theory Framework

Article 4, Volume 11, Issue 23, Winter and Spring 2019, Page 67-84  XML PDF (381.99 K)
Document Type: Research Paper
Authors
Arezoo Hajimaghsoodi1; Parviz Maftoon email 2
1Department of English, College of Foreign Languages and Literature, Science and Research Branch, Islamic Azad University, Tehran, Iran
2Associate Professor, Department of English, Science and Research Branch, Islamic Azad University, Tehran, Iran
Abstract
Learning styles are considered among the significant factors that aid instructors in deciding how well their students learn a second or foreign language (Oxford, 2003). Although this issue has been accepted broadly in educational psychology,further research is required to examine the relationship between learning styles and language learning skills. Thus, the present study was carried out to investigate the relationship between the perceptual learning style preferences and the participants’ writing achievement after receiving instruction based on computer-assisted language learning within the activity theory framework. For this purpose, 67 students majoring in English translation at a university in Iran were selected as the participants of the study based on their performance on a version of The Oxford Placement Test. A correlational research design was employed using a writing pretest and posttest and a style preference questionnaire. The writing instruction was based on an e-learning platform designed according to the activity theory framework. The results indicated lack of significant relationship between the participants’learning style preferences and theirwriting achievement. It was also found that there was no significant difference in the writing achievement of the participants across different learning style preferences.
 
Keywords
activity theory; computer-assistedlanguage learning; learning style preferences; writing achievement
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