Özet:

Individuals may prefer to learn a language in various ways and there may be some factors that influence their ability to learn a foreign language. In this regard, research on learning styles may shed light on the possible reasons why there are differences on students’ level of success in foreign language classroom. Thus, the present study examines the perceptual learning style preferences of Turkish high school students. The first aim of the study is to investigate whether the perceptual learning style preferences of the students vary in terms of gender and proficiency level. Second, this study intends to examine the relation between perceptual learning styles and language proficiency.    The study has a mixed-methods design, so Perceptual Learning Style Preferences Questionnaire was used to collect data and semi-structured interviews were conducted. Also, the respondents’ language proficiency levels were elaborated via the results of the placement test. The population of the study includes high school English as Foreign Language students and the sample consists of one hundred 9th grade high school students.    The findings indicate that kinesthetic style is the most preferred followed by auditory and visual styles whereas group learning style is the least. Further, pre-intermediate level female students prefer visual style more than the elementary level females. Third, a statistically negative correlation between the respondents’ perceptual learning style preferences and their language proficiency is found, but interview data reported positive influence of knowing preferred learning style on the foreign language achievement.  Gender and proficiency level may influence the learning style preferences, so language teachers should vary their teaching styles by considering the factors such as gender and proficiency level of their students. Additionally, recognizing the preferred learning style may positively help the language learner in the foreign language classroom, so language teachers may apply some instruments to the students in the beginning of the school year in order to reveal their preferred learning style and teachers should inform their students on this issue.  Keywords: Learning styles, English language proficiency, high school students.

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