An Investigation into the Relationship Among Perceptual Learning Style Preferences, Foreign Language Class Anxiety, and Foreign Language Achievement: Grade Eleven Students in Mattu Secondary School In Focus
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Date
2024-05
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Addis Ababa University
Abstract
This study delved into and shed more light on the relationship among perceptual learning style preferences (PLSP), foreign language class anxiety (FLCA), and on EFL achievement (FLA). The study applied a quantitative approach and correlational design. The study was conducted at Mettu Comprehensive Secondary School or Mettu Higher Secondary School, renamed at present. The school is located in the western Oromia Regional State, Ilu Aba Bor zone, Ethiopia. Four available sections of grade eleven students participated as respondents of the study. Reid’s (1984) perceptual learning style preferences questionnaire (PLSPQ) revisited by Pashler et al., 2009 and Horwitz et al’s., (1986) foreign language anxiety scale were the standardized tools utilized for the research. In addition, participants’ semester final exam results were used to measure foreign language achievement. Data were collected, statistically analyzed, and interpreted using SPSS version 26. The findings of the study revealed that the major PLSP of the students was group followed by visual, minor PLSP, and the rest four being negligible. Moreover, the results of One-way ANOVA confirmed that PLSP is significantly related to FLA. Moreover, the findings also revealed that most participants' FLCA fell to the average higher level while those with Group (PLSP-G) PLSP exhibited the least FLCA compared to participants with the individual (PLSI) with the highest FLCA among the six dimensions of PLSP. Communication anxiety (FLCA-CA) significantly and fear of negative evaluation (FLCA-FNE) broadly were found to be the major sources of the participants’ sources of FLCA among its three dimensions in the scale. Furthermore, results of One-way ANOVA confirmed that PLSP is significantly and moderately related to FLCA. While learning style preferences themselves may not powerfully predict how well someone learns a foreign language, students with a kinesthetic preference (learning through movement and doing) might have a slight edge. However, a stronger predictor of foreign language achievement seems to be fear of negative evaluation in class. High anxiety levels can potentially hinder a student's ability to perform well. In conclusion, it was implied that the construct PLSP needs to be considerably reflected in the instructional materials preparation towards the EFL students’ success. Teachers are expected to identify students’ ways of learning and apply accommodating strategies to address individual differences in the classroom in terms of PLSP dimensions. It was also inferred that the constructs PLSP and FLCA play significant roles in the context of EFL teaching. Therefore, EFL instruction needs to address these variables as determinants of the learners’ success, and if meaningful pedagogical room is to be allocated, teaching practices need to pay attention to such. This area of exploration can lead to significant advancements in EFL pedagogy, creating a more inclusive and successful learning experience for students. Keywords: Foreign language class anxiety; high school students; learning style preference
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perceptual learning style preferences