Relationships among Individual Differences, Learning Styles, Learning Strategies and EFL Learners’ Speaking Fluency
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The present study examines the relationships between individual learner differences, learning styles, learning strategies, and learners’ speaking fluency in English as a foreign language (EFL). To investigate the relationships, a questionnaire that asked about five individual learner differences (age of acquisition, the nature of prior learning, frequency of in-class presentations, motivation, and study hours), learning styles, and learning strategies was given to 54 Korean learners of English. The results of correlation analyses revealed a positive correlation between learners’ integrative motivation and English fluency, and between study hours and English fluency. Learning styles did not show any correlations with English fluency. However, language learning strategies, especially memory, cognitive, metacogntive, and compensatory learning strategies, were positively correlated with L2 English fluency, suggesting they play a mediating role between learners' individual differences and their English fluency. Given the findings, instructors are encouraged to help learners become aware of language learning strategies to improve their fluency in English that they can employ in class and on their own.
Abstract
The present study examines the relationships between individual learner differences, learning styles, learning strategies, and learners’ speaking fluency in English as a foreign language (EFL). To investigate the relationships, a questionnaire that asked about five individual learner differences (age of acquisition, the nature of prior learning, frequency of in-class presentations, motivation, and study hours), learning styles, and learning strategies was given to 54 Korean learners of English. The results of correlation analyses revealed a positive correlation between learners’ integrative motivation and English fluency, and between study hours and English fluency. Learning styles did not show any correlations with English fluency. However, language learning strategies, especially memory, cognitive, metacogntive, and compensatory learning strategies, were positively correlated with L2 English fluency, suggesting they play a mediating role between learners' individual differences and their English fluency. Given the findings, instructors are encouraged to help learners become aware of language learning strategies to improve their fluency in English that they can employ in class and on their own.
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