چکیده:
Although all human beings share the same bio-psychological features in the learning process, their preferences concerning the ways of giving meaning and acquiring information may vary considerably. In fact, these are the individual-specific differences which play key roles in learning process. The more we know about these differences, the better we can analyze the learning process. To determine whether those who are academically more successful, favor a particular learning style and/or have necessarily high degree of self-efficacy, among the various individual-specific differences, the learning styles and self-efficacy have been addressed in this study. A number of 110 advanced Iranian EFL learners studying English at a Language Institute in Tehran took part in this study. The homogenized sample of the study was selected with respect to their scores on the Oxford placement test (OPT). Then, the Kolb’s (1984) learning styles inventory, the general self-efficacy scale designed by Schwarzer and Jerusalem (1995), and the achievement test were administered to the participants. The results of the study showed that there was a significant relationship between learners' self-efficacy and their achievement test scores. There was not a significant relationship between learners’ vocabulary scores and their self-efficacy though. The results of the regression analyses showed that 15% of variability in reading comprehension score and 27% of variability in grammar score were predicted by Iranian EFL learners' self-efficacy. The results of ANOVA omnibus test of different groups of learning style revealed that there was no statistically significant correlation between Iranian EFL learners' learning styles and their achievement test scores. In the end, implications and suggestions for further research were proposed.
خلاصه ماشینی:
Exploring the impact of Self-efficacy and Learning Styles on Iranian EFL Learn- ers' Achievement Scores Shokouh Rashvand Semiyari*1 Sareh Jahani2 Received: 2019-07-22 | Revised: 2020-01-03 | Accepted: 2020-03-10 Abstract Although all human beings share the same bio-psychological features in the learning process, their preferences concerning the ways of giving meaning and acquiring information may vary considerably.
Then, the Kolb’s (1984) learn- ing styles inventory, the general self-efficacy scale designed by Schwarzer)VIew the image of this page) and Jerusalem (1995), and the achievement test were administered to the participants.
The results of the study showed that there was a significant relationship between learners' self-efficacy and their achievement test scores.
This study thus sought to explore the effect of learning styles/self-efficacy on achievement test scores of learners in an Iranian context.
The research- ers of this study applied this method to explore the relationships between three research variables; learners' self- efficacy and learning styles as independent variables and their achievement test scores as dependent variables.
These analyses were performed between achievement scores as the criterion variables (Plonsky & Ghanbar, 2018) and self-efficacy and learning styles as the predictor ones.
ANOVA of Different Groups of Learning Style (N = 110) )VIew the image of this page) Discussion The outcomes of regression analysis concerning first research question and its sub- research questions showed there was a meaningful correlation between participants’ self-efficacy and their achievement test scores.
Learners need to use their knowledge, different learning styles and self-efficacy to achieve good status in language skills.