[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-593594-105":59,"doc-detail-593594-en":134},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":127,"head_meta":129,"extra_data":131,"updated_unix":133},105,"en","a-study-on-preferred-learning-styles-of-turkish-efl-teacher-trainees","A Study on Preferred Learning Styles of Turkish EFL Teacher Trainees","","Study investigates Turkish ELT students’ learning style preferences by gender and age and examines whether learning style preference relates to achievement. Using Wintergerst and DeCapua’s (1999) Learning Style Indicator (LSI), researchers administered the instrument to 249 English trainees. Independent t-tests were used to identify male–female differences across investigated orientation areas. Findings show Turkish students are mainly group-oriented, learning best through interaction. Gender differences appear in orientation areas, while no relationship between achievement and learning style is found.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-study-on-preferred-learning-styles-of-turkish-efl-teacher-trainees/593594/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-study-on-preferred-learning-styles-of-turkish-efl-teacher-trainees/593594.png","ImageObject",300,407,{"name":92,"@type":93},"Jasmine","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What is the study’s main purpose regarding learning styles?","Question",{"text":112,"@type":113},"To investigate Turkish ELT students’ learning style preferences by gender and age and check whether learning style preferences relate to achievement.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was learning style preference measured in the study?",{"text":117,"@type":113},"Wintergerst and DeCapua’s (1999) Learning Style Indicator (LSI) was administered to 249 English trainees.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the results indicate about Turkish students’ learning preferences?",{"text":121,"@type":113},"Turkish students were found to be mostly group-oriented learners who learn best through interacting with other students.",{"name":123,"@type":110,"acceptedAnswer":124},"Did the study find a link between learning style and achievement?",{"text":125,"@type":113},"No. The study identified no relationship between achievement and learning style preferences.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},593594,1792188457,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":143,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":148,"read_time":149,"preview_page_count":4},2336478487870,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 40 | Issue 3 |  | Article 4 |\n| --- | --- | --- |\n| 2015\u003Cbr>A Study on Preferred Learning Styles EFL Teacher Trainees\u003Cbr>Sevim Inal\u003Cbr>Canakkale Onsekiz Mart University, [seviminal65@gmail.com](seviminal65@gmail.com)\u003Cbr>OyaBüyükyavuz\u003Cbr>Süleyman Demirel University, [obuyukyavuz@gmail.com](obuyukyavuz@gmail.com)\u003Cbr>Mustafa Tekin\u003Cbr>Canakkale Onsekiz Mart University, [tekinmustafa@hotmail.com](tekinmustafa@hotmail.com) | of Turkish |  |\n\nRecommended Citation  \nInal, S., Büyükyavuz, O., & Tekin, M. (2015). A Study on Preferred Learning Styles of Turkish EFL Teacher Trainees. Australian Journal of Teacher Education, 40 (3).  \n[http://dx.doi.org/10.14221/ajte.2014v40n3.4](http://dx.doi.org/10.14221/ajte.2014v40n3.4)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol40/iss3/4](http://ro.ecu.edu.au/ajte/vol40/iss3/4)  \nAustralian Journal of Teacher Education  \nA Study on Preferred Learning Styles of Turkish EFL Teacher  \nTrainees  \nSevim Inal  \nCanakkale Onsekiz Mart University, Turkey  \nOya Buyukyavuz  \nSuleyman Demirel University, Turkey  \nMustafa Tekin  \nCanakkale Onsekiz Mart University, Turkey  \nAbstract: Since people have different ways of perception, levels of  \nmotivation, and attitudes towards teaching and learning they  \nconsistently differ from each other in their preferences of learning  \nand acquiring knowledge. Therefore, the more instructors understand  \nthe differences, the better chance they have of understanding and  \nmeeting the diverse learning needs of their students. The present  \nstudy has been conducted to investigate the Turkish ELT students’  \nlearning style preferences in relation to gender and age to see if there  \nis any relationship between achievement and learning style  \npreferences. To perform the aim of the study Wintergerst and  \nDeCapua’s (1999) learning style indicator (LSI) was administered on  \n249 English trainees. To find the male and female students’ learning style preference differences separately, t-test was utilized. The result  \nindicated that Turkish students are mostly group-oriented learners  \nand learn best through interacting with other students while learning.  \nGender also varies according to the three orientation areas under  \ninvestigation. In the current study, no relation between achievement  \nand learning style has been identified.  \nIntroduction  \nThe topic of learning styles continues to be of interest. Since its inception in the 1970s, the plethora of studies have been conducted on learning styles producing hundreds of pages documentation in the form of articles, book chapters, and books. While the topic is researched immensely, new dimensions unfold. For instance, Nel (2008, cited in Griffiths, 2012) states that learners might employ more than one learning style. Parallel to this idea, Zhou (2011) points out that as students might employ an assortment of learning styles, teachers should be prepared to deal with this situation by changing their own teaching styles in order to ensure a good match. Kawai (2010, cited in Griffiths, 2012), on the other hand, pointing out that teachers, too might have preferred teaching styles, recommends teachers to expand their styles accordingly in order to avoid a mismatch between their preferred teaching styles and students’ learning styles which is likely to occur.  \nThe act of learning never occurs in any two learners in exactly the same way. To this end, the learning styles theory suggests that the learners perceive and understand information in different ways. Fielder and Hendriques (1995) state that “students learn in many ways; by  \nVol 40, 3, March 2015 52  \nAustralian Journal of Teacher Education  \nseeing and hearing; reflecting and acting; reasoning logically and intuitively, memorizing and visualizing”(p.21) .  \nLearning styles are generally perceived as innate and stable preferences of individuals,(Ehrman & Oxford, 1988). For instance, Keefe (1","cbCairdZBKV7VmNv","https://ap.wps.com/l/cbCairdZBKV7VmNv","pdf",165610,17,"English","# Abstract\n# Introduction\n## Learning styles theory and definitions\n## Learning styles, gender, and achievement background","[{\"question\":\"What is the study’s main purpose regarding learning styles?\",\"answer\":\"To investigate Turkish ELT students’ learning style preferences by gender and age and check whether learning style preferences relate to achievement.\"},{\"question\":\"How was learning style preference measured in the study?\",\"answer\":\"Wintergerst and DeCapua’s (1999) Learning Style Indicator (LSI) was administered to 249 English trainees.\"},{\"question\":\"What did the results indicate about Turkish students’ learning preferences?\",\"answer\":\"Turkish students were found to be mostly group-oriented learners who learn best through interacting with other students.\"},{\"question\":\"Did the study find a link between learning style and achievement?\",\"answer\":\"No. The study identified no relationship between achievement and learning style preferences.\"}]","A Study on Preferred Learning Styles of Turkish EFL Teacher Trainees | PDF",1792077539,43]