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Data from 75 fourth-year students used a Kinsella (1994) self-report questionnaire and final-semester examination scores. Tactile was most dominant, kinesthetic least favored, and a significant relationship emerged, strongest for auditory style (r=0.30, P\u003C.01).",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/perceptual-learning-style-preferences-of-english-major-libyan-university-students-and-their-correlations-with-academic-achievement-article/590130/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/perceptual-learning-style-preferences-of-english-major-libyan-university-students-and-their-correlations-with-academic-achievement-article/590130.png","ImageObject",300,407,{"name":42,"@type":43},"Adam","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",11,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What was the aim of this study?","Question",{"text":63,"@type":64},"The study aimed to investigate perceptual learning style preferences of Libyan EFL university students majoring in English and to check whether a significant relationship exists between these preferences and academic achievement.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How were learning style preferences and academic achievement measured?",{"text":68,"@type":64},"Learning style preferences were collected using a self-report questionnaire developed by Kinsella (1994). Academic achievement was determined using final semester examination scores.",{"name":70,"@type":61,"acceptedAnswer":71},"Which learning styles were most and least preferred, and what was the strongest correlation?",{"text":72,"@type":64},"Tactile style was the most dominant learning style, while kinesthetic style was the least favored. 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The aim of this study, therefore, was to investigate the perceptual learning style preferences of Libyan EFL University students majoring in English at OmarAlmukhtar University and to check whether there is a significant relationship between students’ perceptual learning style preferences and their academic achievement. A total of 75 fourth year English major students were participated in this study. A self-reporting learning style questionnaire developed by Kinsella (1994) was used to collect data and final semester examination scores were used to determine the average academic achievement for each participant. The findings showed that tactile style was the most dominant learning style among the students followed by auditory style while kinesthetic style was the least favoured learning style. The findings also revealed that there was a significant relationship between students’ learning style preferences and their academic achievement; the strongest correlation (r=0.30, P\u003C.01) was found between the auditory learning style and academic achievement. The findings are discussed in this study with implication for university instructors to identify their students’ perceptual learning style and match them with their teaching style to influence students’ achievement, and deliver their lectures by using different approaches and techniques to ensure that the learning process is effective and efficient for a great number of their students. This study contributed to the EFL field in Libya by providing clear information on students’learning style preferences and their correlation with academic achievement. |\n| Article history\u003Cbr>Received: January 04, 2021\u003Cbr>Accepted: August 15, 2021\u003Cbr>Published: October 31, 2021\u003Cbr>Volume: 12 Issue: 5\u003Cbr>Advance access: October 2021 |  |\n| Conflicts of interest: None\u003Cbr>Funding: None |  |\n| Key words:\u003Cbr>Learning Styles Preferences, Academic Achievement, Relationship,\u003Cbr>English Major,\u003Cbr>University Students,\u003Cbr>Libya |  |\n\nINTRODUCTION  \nLearning English as a foreign/second language has been influenced by many factors. Among these factors are perceptual learning style preferences, methods by which a learner uses one or more of his/her senses to understand and remember information and experience (Reid, 1987) . They are considered as the most popular styles used in educational research and have become a fertile area for a great number of researchers. Oxford and Anderson (1995) state that it is optimal for instructors to understand their students’ learning styles for language progress. The understanding and awareness of the learners’individual differences such as perceptual learning styles should be borne in mind if instructors want to provide their students with an effective instruction to assist them improve their learning (Oxford & Ehrman, 1995) .  \nSeveral studies (Chen and Hung, 2015; Naserieh and Sarab,2013; Reid, 1987) have investigated the perceptual learning style preferences around the world. Other studies have examined the relationship between perceptual learning styles and academic achievement (Ali, 2017; Tizazu & Ambaye, 2017) . Few studies, however, have identified the  \nperceptual learning style preferences of Libyan university students (Kibasan an","cbCaicDdUkJC2c6g","https://ap.wps.com/l/cbCaicDdUkJC2c6g","pdf",136054,"English","# Abstract\n# Introduction\n# Literature Review\n## Definitions of learning styles","[{\"question\":\"What was the aim of this study?\",\"answer\":\"The study aimed to investigate perceptual learning style preferences of Libyan EFL university students majoring in English and to check whether a significant relationship exists between these preferences and academic achievement.\"},{\"question\":\"How were learning style preferences and academic achievement measured?\",\"answer\":\"Learning style preferences were collected using a self-report questionnaire developed by Kinsella (1994). Academic achievement was determined using final semester examination scores.\"},{\"question\":\"Which learning styles were most and least preferred, and what was the strongest correlation?\",\"answer\":\"Tactile style was the most dominant learning style, while kinesthetic style was the least favored. The strongest correlation with academic achievement was found for auditory learning style (r=0.30, P\\u003c.01).\"}]","Perceptual Learning Style Preferences of English Major Libyan University Students and their Correlations with Academic Achievement - Article | PDF",1792068865,13]