The Relationship between Academic Motivation Types and Learning Styles of Pre-service EFL Teachers

Year 2022, Volume: 12 Issue: 3, 591 - 611, 15.12.2022

Derya Uysal

https://doi.org/10.19126/suje.1108158

Cited By: 1

Abstract

This study was conducted so as to reveal how pre-service ELT teachers’ learning style and motivation are associated. 198 pre-service teachers enrolled in the ELT department of Alanya Alaaddin Keykubat University in Turkey took part in the study. Data of the study was gathered via two research instruments that are Academic Motivation Scale and Learning Styles Inventory III. The scales were delivered to the pre-service teachers during tutorials in early first semester, Jan-Feb, 2022. Expected relationships in the hypotheses formulated were tested via Chi square test analysis in SPSS. According to the results, 4 hypotheses were confirmed; however, the second hypothesis was rejected. Therefore, the results revealed that gender differentiated motivation and learning styles of ELT student teachers. However, although year level differentiated motivation, it did not differentiate learning styles of ELT pre-service teachers. Last, motivation of ELT pre-service teachers differentiated their learning style. Results of the study are significant in terms of filling in the gap regarding the research on how motivation relates to learning styles of pre-service teachers.

Keywords

ELT student teachers, Experiential learning theory, Learning style, Motivation, Self-determination theory.

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