Özet:

The study has investigated the relationship between learning styles and intelligence with academic achievement in learning English as a foreign language among male and female monolingual (Farsi Speakers) and bilingual Students (Farsi and Azerbaijan-Turkish Speakers) in Islamic Azad University-Central Tehran Branch and Khoy Branch, using Felder-Soloman questionnaire. The findings have shown monolinguals are better at visual learning styles and bilinguals are better at verbal learning styles. With regards to the achieved results, it can be concluded that bilingual students learn via senses, events, and observations because of their affective learning style. On the contrary monolingual students learn through symbols and interpretations because of using intuitive learning style. Also monolinguals learning style is visual and bilinguals learning style is verbal. Since bilingualism requires more mental activity, bilinguals use two means for communication and also learning. Thinking is a verbal process therefore they use two languages for thinking and other mental activities, and their potential capabilities develop and their cognitive learning is than monolinguals. The study shows that gender influences learning styles and female students’ learning styles are different from male students’ learning style and also it depends on the subject to be learnt.

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