Exploring perceptual learning-style preferences of English language non-gainers in computerized dynamic reading assessment

IF 1 Q4 PSYCHOLOGY, EDUCATIONAL

Reading Psychology Pub Date : 2022-10-31 DOI:10.1080/02702711.2022.2141393

Saman Ebadi, A. Goodarzi

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引用次数: 0

Abstract

Abstract This study presents the results of a sequential explanatory mixed-method approach to investigate the Iranian English language non-gainers of a computerized dynamic reading comprehension test (CDRT) by utilizing a learning style survey. Using an interventionist approach, the researchers used the CDRT software to explore English learners’ perceptual learning-style preferences of non-gainers in CDRT. The study participants were selected from among 24 advanced English language learners attending a reading course at a language institute in Iran. The results of Learning Potential Score (LPS) formula categorized six of the participants as non-gainers of CDRT. They were asked to fill out a learning style survey individually and participate in an interview to express their attitudes toward using the software. The findings revealed some common tendencies regarding field-independency, impulsivity/reflectivity, and metaphoric/literal style preferences supported in learners’ interviews. In this study, learners’ style preferences potentially played an important role in reporting learners’ performance; therefore, it is suggested to consider students’ learning styles in making decisions about their abilities and disabilities in CDRT.

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计算机动态阅读评估中非英语学习者感知学习风格偏好的探索

摘要本研究采用顺序解释混合方法，通过学习风格调查，对计算机动态阅读理解测试（CDRT）的伊朗英语非学习者进行调查。采用干预主义方法，研究人员使用CDRT软件来探究英语学习者在CDRT中非学习者的感知学习风格偏好。研究参与者是从伊朗一所语言学院参加阅读课程的24名高级英语学习者中挑选出来的。学习潜力评分（LPS）公式的结果将六名参与者归类为CDRT的非获得者。他们被要求单独填写一份学习风格调查，并参加一次采访，以表达他们对使用该软件的态度。研究结果揭示了在学习者访谈中支持的领域独立性、冲动性/反思性以及隐喻/文字风格偏好方面的一些常见趋势。在本研究中，学习者的风格偏好可能在报告学习者的表现中发挥重要作用；因此，建议在CDRT中考虑学生的学习风格来决定他们的能力和残疾。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Reading Psychology PSYCHOLOGY, EDUCATIONAL-

CiteScore

2.20

自引率

7.10%

发文量

期刊介绍： Prepared exclusively by professionals, this refereed journal publishes original manuscripts in the fields of literacy, reading, and related psychology disciplines. Articles appear in the form of completed research; practitioner-based "experiential" methods or philosophical statements; teacher and counselor preparation services for guiding all levels of reading skill development, attitudes, and interests; programs or materials; and literary or humorous contributions.