The paper titled "EFL Learning Styles Used by Female Undergraduate Students and Its Relationship to Achievement Level" by Wafa Ismail Saud focuses on identifying the preferred learning styles of female undergraduate students at King Khalid University and examining how these preferences relate to their academic achievement.
The study aims to investigate the specific learning styles favored by these students and determine whether there is a significant correlation between their learning style preferences and their achievement levels. The research involved 110 third-year female undergraduate students majoring in English. Data was collected through a questionnaire designed by Reid (1987), which categorizes learning styles into visual, auditory, kinesthetic, tactile, group, and individual. Additionally, an English achievement test was administered to classify students based on their academic performance.
The key findings reveal that the most preferred learning style among the students is visual, followed by tactile and kinesthetic, with auditory being the least favored. The study also found that students generally prefer individual learning over group learning. Regarding the relationship between learning styles and achievement levels, the results showed no statistically significant correlation between sensory learning styles (visual, auditory, kinesthetic, tactile) and academic achievement. However, a significant relationship was found between the group learning style and higher achievement levels, particularly among students who earned excellent or very good grades.
The study concludes that while sensory learning styles may not directly influence academic performance, the preference for group learning among high-achieving students suggests that collaborative learning environments may be beneficial. The implications for EFL teachers include the need to adapt teaching methods to align with students' preferred learning styles, particularly by incorporating more visual aids and fostering collaborative learning opportunities.