Learning styles as predictors of Iranian EFL Children’s self-esteem and anxiety

Autores

  • Abbas Ali Zarei Imam Khomeini International University
  • Rajab Esfandiari Imam Khomeini International University
  • Zohreh Keshavarz

DOI:

https://doi.org/10.55777/rea.v10i20.1058

Palavras-chave:

learning styles, self-esteem, anxiety

Resumo

The present study was conducted to investigate learning styles (Visual, auditory, kinesthetic, tactile, individual, and group) as predictors of self-esteem and anxiety. The participants were 90 male and female young EFL learners studying English at a language institute in Qazvin, Iran. The instruments included Young Learners English Starter test (YLE), Young EFL Learners’ Learning Style Questionnaire, Self-Esteem Inventory, and Foreign Language Classroom Anxiety Scale (FLCAS). Data were analyzed through correlation coefficient and multiple regression analyses. Results indicated that auditory style had predictive power on self-esteem, but none of the six learning styles could predict anxiety. There was also a significant correlation between learners’ self-esteem and anxiety. The present study can have implications for teachers, syllabus designers, material developers, and researchers.  

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Biografia Autor

Abbas Ali Zarei, Imam Khomeini International University

Dr. Abbas Ali Zarei, an associate professor in TEFL, is a member of academic staff at Imam Khomeini International University, Qazvin, Iran. He has had 42 books and 83 papers published. He has also attended and presented at 47 conferences across the world.

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Publicado

2017-10-01

Como Citar

Zarei, A. A., Esfandiari, R., & Keshavarz, Z. (2017). Learning styles as predictors of Iranian EFL Children’s self-esteem and anxiety. Revista De Estilos De Aprendizagem, 10(20). https://doi.org/10.55777/rea.v10i20.1058

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ARTIGOS DE PESQUISA CIENTÍFICA TEMÁTICOS