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This study investigates the correlation between learning styles, students’ attitudes toward achievement, and academic performance among 32 AIIAS ESL students. Pearson correlation shows no correlation between achievement and Reid’s six learning style types, while attitude and achievement show a positive correlation. Emotion and achievement are significantly correlated (r=0.487, p=0.005), as is cognition with attitude (r=0.427, p=0.05). Behavior has the weakest link (r=0.201, p=0.269).",{"@graph":69,"@context":127},[70,84,106],{"@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":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/learning-styles-and-attitude-toward-achievement-among-english-second-language-students-abstract/589137/",{"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/learning-styles-and-attitude-toward-achievement-among-english-second-language-students-abstract/589137.png","ImageObject",300,407,{"name":92,"@type":93},"Nguyễn Văn Học","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",11,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119,123],{"name":110,"@type":111,"acceptedAnswer":112},"What is the main purpose of this study?","Question",{"text":113,"@type":114},"To identify whether learning styles and attitude toward achievement are correlated with the academic achievement of AIIAS ESL students.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How many students participated, and what method was used?",{"text":118,"@type":114},"The study involved thirty-two students, using Pearson r correlation to examine relationships among learning styles, attitudes, and achievement.",{"name":120,"@type":111,"acceptedAnswer":121},"What did the study find about learning styles and achievement?",{"text":122,"@type":114},"No correlation was found between students’ achievement and the six types of Reid’s learning styles.",{"name":124,"@type":111,"acceptedAnswer":125},"Which components of attitude were most strongly related to achievement?",{"text":126,"@type":114},"Emotion showed a significant correlation with achievement (r=0.487, p=0.005), and cognition was also significantly correlated with attitude (r=0.427, p=0.05), while behavior had the weakest correlation.","https://schema.org",{"og:url":83,"og:type":129,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":131,"canonical":83},"index,follow",{"doc_id":133,"site_id":62},589137,1792171831,{"code":4,"msg":5,"data":136},{"doc_id":133,"user_id":137,"nickname":92,"user_avatar":138,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":139,"file_id":140,"file_url":141,"file_type":142,"file_size":143,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":144,"language":145,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":146,"faqs":147,"seo_title":148,"seo_description":67,"update_tm":149,"read_time":150,"preview_page_count":4},1374402739827,"https://ap-avatar.wpscdn.com/avatar/14000c97e7351f1a627?x-image-process=image/resize,m_fixed,w_180,h_180&k=1787885694763230660","Learning Styles and Attitude toward Achievement among English Second Language Students  \nNuning Nur Naenah  \n[naenah.nuningnur@gmail.com](naenah.nuningnur@gmail.com)  \nFaculty of Teachers Training and Educational Science,  \nUniversitas Advent Indonesia  \nDOI: 10.35974/acuity.v7i2.2607  \nABSTRACT  \nEnglish as a Second Language (ESL) is a mandatory class for international students when they come to study abroad, particularly those who come from unspoken English country. This study aims to identify the correlation between learning styles and attitude of AIIAS ESL students and their academic achievement. The respondents of this study were thirty-two students. Using Pearson r correlation, this study showed that no correlation in the respondents' achievement among the six types of Reid’s learning style (the highest r-value is ≤ 0, 209 while the lowest is ≥ - 0, 263) . However, in contrast, the attitude and achievement in this study showed a positive correlation. Among the three aspects of attitude, the emotion and achievement are significantly correlated (r value: 0.487; p value: 0.005). Meanwhile, the cognitive and attitude is significantly correlated with the r value: 0,427 (p value: = 0.05) . The weakest correlation with their attitude is behaviour where the r value is only 0.201 (p value = 0.269). Thus, students are aware of their own learning styles in learning new language. In terms of attitude, students maintain a positive attitude toward learning English to achieve good grades in their learning process.  \nKeywords: ESL, learning Style, Attitude, Achievement, Correlation.  \nINTRODUCTION  \nEnglish as a Second Language (ESL) is a class where foreign students should attend before regularly accepted in foreign university. One of the institutions where many students study is AIIAS (Adventist International Institute of Advanced Studies), located in Silang, Philippines. As an international institution, this school utilizes English as medium of teaching and learning. Before attending regular classes, students coming from countries where English is not their mother tongue should take an English proficiency test. However, only a few can directly pass this test; most of them who fail to pass the test should take class in ESL until they are proven ready to study regularly, either in seminary or in graduate school. As the students attend the ESL class, most of them are not able to reach the passing score that allows them to be regular students, and so they have to spend more time and money in studying in the program of ESL. They should pass the course where students learning English must be able to communicate effectively in order to overcome linguistic barriers ( Katemba & Buli, 2018) . Further the ESL students or the English as a Foreign Language learner students find it more difficult to read and comprehend reading in English (Siagian & Katemba, 2016) .  \nStudies show that there are various factors commonly found related to the learning process of ESL students. Kendal Hanus (2016) demonstrated that international students in ESL class mostly face challenges in academic achievement and their effort to survive in a foreign country and adjust to new social life, culture, and behaviour. Further, Katemba (2022) stated that learning a language is impossible without comprehending the words, and not knowing the words limits proper expression of thoughts and intentions to others. In terms of learning a new language, Sham (cited in Eshghinejad 2016), found out that the ability of the learners to study foreign language mostly related to their anxiety, attitude, learning style, motivation, personality, etc. El-Omari (2016) studied four factors, namely, attitudinal factor, socioeconomic factor, social factor, and extracurricular factor, which affecting the achievement among ESL students in Jordan and Arab countries. In the context of AIIAS ESL class, Solomon (2004) identified that another factor which affected students’performance in AIIAS ESL class","cbCaisdgHPFHizJg","https://ap.wps.com/l/cbCaisdgHPFHizJg","pdf",301209,15,"English","# Introduction\n## Learning Styles\n## Related Studies\n## Purpose and Rationale","[{\"question\":\"What is the main purpose of this study?\",\"answer\":\"To identify whether learning styles and attitude toward achievement are correlated with the academic achievement of AIIAS ESL students.\"},{\"question\":\"How many students participated, and what method was used?\",\"answer\":\"The study involved thirty-two students, using Pearson r correlation to examine relationships among learning styles, attitudes, and achievement.\"},{\"question\":\"What did the study find about learning styles and achievement?\",\"answer\":\"No correlation was found between students’ achievement and the six types of Reid’s learning styles.\"},{\"question\":\"Which components of attitude were most strongly related to achievement?\",\"answer\":\"Emotion showed a significant correlation with achievement (r=0.487, p=0.005), and cognition was also significantly correlated with attitude (r=0.427, p=0.05), while behavior had the weakest correlation.\"}]","Learning Styles and Attitude toward Achievement among English Second Language Students - Abstract | PDF",1792066621,38]