The Relationship between Learning Modalities and Perceived Self-regulation Levels

GÜRYAY B.

International Conference on Teaching and Learning English as an Additional Language (GlobELT), Antalya, Türkiye, 14 - 17 Nisan 2016, cilt.232, ss.389-395 identifier

  • Yayın Türü: Bildiri / Tam Metin Bildiri
  • Cilt numarası: 232
  • Doi Numarası: 10.1016/j.sbspro.2016.10.054
  • Basıldığı Şehir: Antalya
  • Basıldığı Ülke: Türkiye
  • Sayfa Sayıları: ss.389-395
  • Anahtar Kelimeler: Perceived self-regulation, learning modalities, learning styles, English Language Teaching, teacher training
  • Dokuz Eylül Üniversitesi Adresli: Evet

Özet

Recent English Language teacher education programmes place a great responsibility on learners to self-regulate their learning. Therefore, it is quite important to know pre-service English teachers' learning modalities and perceived self-regulation preferences. This paper investigates the self-regulation strategies and learning modalities of English Language Teaching (ELT) students of a state university and aims at exploring whether there is any statistically significant relationship between learning modalities and self regulation levels of these students. In the scope of this study, "Perceived Self Regulation Scale" (Arslan & Gelisli, 2015) and "Learning Modality Inventory" (Simsek, 2002) were administered to 121 pre-service English Language teachers at university during the fall term of 2015-2016 academic year. The findings indicated that there is a positively significant relationship between self-regulation means and aural learning means. What is more, most of the ELT students in the sample group were found to be visual. (C) 2016 Published by Elsevier Ltd.