The Relationship between EFL Learners’ Perceptions of Teacher Support Adaptivity and Their Learning Styles

Sara Molaei Ghara; Vizayaletchumi Pauline Roslin

doi:10.21580/vjv15i230378

Authors

Sara Molaei Ghara Islamic Azad University, Roudehen, Iran, Islamic Republic of
Vizayaletchumi Pauline Roslin Islamic Azad University, Roudehen, Iran, Islamic Republic of

DOI:

https://doi.org/10.21580/vjv15i230378

Keywords:

adaptive teaching, EFL learners, Kolb’s learning styles, learner perceptions, learning styles, teacher support adaptivity

Abstract

Studies have shown that students with varying learning styles require different types and levels of support from their teachers in order to succeed. Since not many empirical studies have been conducted to support or refute this correlation within the EFL context from the learners’ perspective, this study mainly aimed to see to what extent EL teachers’ adaptive support caters to their students’ varying learning styles. Thus, to investigate the relationship between EFL Learners’ perceptions of Teacher Support Adaptivity and their various Learning Styles, 205 EFL learners from intact classes completed the Questionnaire on Teacher Support Adaptivity (QTSA) and Kolb’s Learning Style questionnaire. The relationship between each specific learning style and teacher support adaptivity was examined using the Spearman rank-order correlation coefficient. The subsequent overall results indicated statistically significant relationships between various learning styles and teacher support adaptivity. The results also showed that while Reflectors positively correlated with teacher support adaptivity, Activists, Theorists, and Pragmatists negatively correlated with it. Furthermore, though statistically detectable, the correlation between teacher support adaptivity and pragmatist learning styles was only marginally significant. Therefore, it could be concluded that EFL teachers’ adaptive support (steering students’ learning processes toward their understanding) catered mostly to Reflectors and least to Pragmatists, as perceived by their learners. The results of this study contribute to EFL research on the importance of adaptive teacher support that is compatible with learners' diverse learning styles and provide input for further analysis in this context.

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