چکیده:
The present investigation sought to explore the relationship between learning styles and writing behaviors of EFL learners in a blended environment. It also aimed to identify the learning style types best predicting writing behaviors. Initially, the participants' preferred learning styles were identified through the Kolb’s learning style inventory (Kolb, 1984). Secondly, data were obtained through analyzing the Stat counter and Input log data to reveal the pausing, revising and switching behaviors of the participants who attended a writing course in which they developed their writing texts using an online module. The results indicated a negative and significant correlation between the accommodator learning style and the revision behavior. A statistically significant and positive relationship was also found between the converger learning style and the pausing behavior, and between the converger learning style and the revision behavior Furthermore, a positive and significant relationship between the accommodator learning style and the switching behavior was revealed. The accommodator learning style was found as the best predictor for the switching behavior and the converger learning style turned to predict the revision and pausing behavior at an optimal level. The findings suggest that internal factors, cognitive and learning styles, play a significant role in the learning behaviors of English writing learners. The results encourage writing educators to take into account students’ learning style and provide more flexible and rigorous learning environment in which all learners can take benefit.
خلاصه ماشینی:
Learning Styles and the Writing Process in a Digitally Blended Environment: Revising, Switching, and Pausing Behaviors in Focus Zohre Gooniband Shooshtari Assistant Professor of Applied Linguistics, Shahid Chamran University of Ahvaz, Iran Alireza Jalilifar Professor of Applied Linguistics, Shahid Chamran University of Ahvaz, Iran Zahra Ahmadpour Kasgari Ph. D.
Candidate in TEFL, Shahid Chamran University of Ahvaz, Iran Received: September 28, 2015; Accepted: March 11, 2016 Abstract The present investigation sought to explore the relationship between learning styles and writing behaviors of EFL learners in a blended environment.
In this respect, we aimed to see if the provision of an online writing module in a blended learning environment would facilitate the active involvement of EFL learners with different learning styles in the process of completing the assigned writing tasks so that it would be possible to detect their writing behaviors in terms of pausing, switching and revision.
2. Is there any significant relationship between students’ learning style types and their pausing, revision and switching behavior in a digitally blended environment?
Therefore, the parametric test of Pearson correlation Coefficient can be run to investigate the existence of any significant relationship between the four learning style types and the pausing, revision and switching behavior of the participants.
After observing the normality assumption, the Parametric test of Pearson Correlation Coefficient was run on the data to find out any significant relationship between the four learning style types and the amount of time they had spent on the theory, practice and case sections of the module.