Auditory and kinaesthetic learning styles and L2 achievement: A correlational study

Authors

  • Maximeliana Masela Program Studi Pendidikan Bahasa Inggris Universitas Kristen Duta Wacana Jalan dr. Wahidin Sudirohusodo 5-25 Yogyakarta 55224
  • Adaninggar Septi Subekti Program Studi Pendidikan Bahasa Inggris Universitas Kristen Duta Wacana Jalan dr. Wahidin Sudirohusodo 5-25 Yogyakarta 55224

DOI:

https://doi.org/10.22373/ej.v8i2.7529

Keywords:

Auditory learning style, kinaesthetic learning style, L2 achievement, correlation

Abstract

This study investigated undergraduate non-English major university students’ auditory and kinaesthetic learning styles and their relationships to second language (L2) achievement in English. It was conducted to resolve the conflicting findings in the literature on the directions and strength of the relationships between learners’ learning styles and their achievements and to investigate the field in relatively under-researched Indonesian participants. The study used a survey as the method of data collection and found out that learners used auditory slightly more dominantly from kinaesthetic, yet both learning styles were merely used at low to moderate levels. The study further found very weak and statistically not significant associations between these learning styles and L2 achievements, suggesting that contrary to various learning theories highlighting the importance of learners’ learning styles in L2 learning, these learning styles may not be an important determinant of L2 achievement. Based on the findings, possible future studies are suggested concerning the implications, contributions, and limitations of the study.

Author Biographies

  • Maximeliana Masela, Program Studi Pendidikan Bahasa Inggris Universitas Kristen Duta Wacana Jalan dr. Wahidin Sudirohusodo 5-25 Yogyakarta 55224

    Maximeliana is an upper-semester student of the English Language Education Department of Universitas Kristen Duta Wacana (UKDW). Her research interest includes Individual Differences of L2 learners, English for Specific Purposes (ESP), learning style, and learners’ and teachers’ beliefs. Her experiences of teaching were done in several levels of education such as teaching ESP for Hoteliers and fashion design, teaching ESP for culinary, teaching ESP for waitress, teaching English for kids in Perdikan Eco-Park, Kulon Progo, Yogyakarta, and teaching kids in Gerpule Hamlet, Banjarharjo, Kulon Progo, Yogyakarta.

  • Adaninggar Septi Subekti, Program Studi Pendidikan Bahasa Inggris Universitas Kristen Duta Wacana Jalan dr. Wahidin Sudirohusodo 5-25 Yogyakarta 55224

    The author, who obtained her M.Sc. in TESOL from University of Edinburgh, Scotland, UK, currently works as a lecturer at the English Language Education Department, Faculty of Education and Humanities of Universitas Kristen Duta Wacana (UKDW), Yogyakarta, Indonesia. The Editor-in-Chief of SAGA Journal UKDW, she is also a reviewer of IJELTAL journal, IAIN Samarinda and LLT Journal, Sanata Dharma University. Her research interest includes L2 learner’s individual differences, Global Englishes, L2 writing, critical literacies, and inclusive education in ELT. Throughout her teaching career, she has taught students from various levels of education, including teaching ESP to Medical students and Biology students as well as teaching non-English teachers of High Schools. She was also a teacher of the Indonesian language at Arizona State University from 2013 to 2014.

    Google Scholar: https://scholar.google.co.id/citations?user=f03gmioAAAAJ&hl=en&oi=ao

    ORCiD ID: http://orcid.org/0000-0002-6641-0307

    SCOPUS ID: 57202583019 https://www.scopus.com/authid/detail.uri?authorId=57202583019

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Published

2021-05-03

Issue

Vol. 8 No. 2 (2021)

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Article

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How to Cite

Auditory and kinaesthetic learning styles and L2 achievement: A correlational study. (2021). Englisia : Journal of Language, Education, and Humanities, 8(2), 41-53. https://doi.org/10.22373/ej.v8i2.7529