| Summary: | 碩士 === 立德大學 === 應用英語研究所 === 96 === Language learners’ leaning style preferences have been identified as a crucial factor
in affecting language learning (Oxford &Anderson, 1995; Reid, 1987).This present study
aimed to explore learning style preferences and their relationship with English listening
proficiency of vocational high school students. A total of the 314 students from a
vocational high school in Tainan city participated in this study. There were two instrument
used in this study: the learning style preference questionnaire (LSP, Reid, 1984) and
listening part of the General English Proficiency Test (GEPT). The data collected was
analyzed by descriptive statistics, t-test, and one-way Multivariate Analysis of Variance
(MANOVA).There were some findings in this study. First of all, the results showed that
the vocational high school students indeed have different learning style preferences. The
learning styles which the participants preferred most were group learning style preference,
followed by auditory preference, tactile preference and kinesthetic preference, and visual
preference whereas the least favored learning styles was individual learning style
preference. Secondly, there was a significant difference in gender. The difference showed
that compared with male students, female students showed more significantly strong
toward learning style preference in most categories. In regard to the rank of each learning
style preference, there was no difference between male and female students. That is to say,
both male and female students, the popular rank from the most to the least were group
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preference, auditory preference tactile preference and kinesthetic preference, and then
follow by visual preference and individual preference. Thirdly, different listening
proficiency level leaded to the variety of the learning style preference. The results showed
that there was a significant difference existed by students’ listening proficiency. The
difference conducted that high level students had more strong learning style preference.
Furthermore, the result also indicated that there were statistical significances between
students’ learning style preference and their listening proficiency in visual preference,
auditory preference, tactile preference, and group preference. According to the results of
this study, some pedagogical implications for learners, teachers and educational policy
makers were provided. Moreover, suggestions for further research were offered at the end
of this study.
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