The Relationship between Prefered Learning Styles, Reading Strategies and Reading Achievement of Efl at Thai Nguyen University, Vietnam
1Dang Thi Thanh Huong, 2Ph.D Nguyen Thi Bich Diep, B.A
1School of Foreign Languages, Thai Nguyen University
2Thai Nguyen University of Remoted Education

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The present study was conducted at the School of Foreign Languages, Thai Nguyen University, Vietnam. There were 132 second years students participated in the study. The study employed quantitative research design. The instruments used in the study included the Perceptual Learning Style Preference Questionnaire (PLSPQ) developed by Reid (1987); the Survey of reading strategies (SORS) which was a 30-item self-assessment instrument developed by Sheorey and Mokhtari (2002), and a simulated IELTS reading test. The findings of the study revealed that there was a statistically significant difference in the uses of reading strategies by different learning styles. The Visual language learners used the most reading strategies (M= 2.92). The Auditory language learners ranked the second (M=2.50). Tactile and Kinesthetic learners used reading strategies at low level (M=2.0). Group language learners used the least reading strategies (M=1.04). In terms of reading achievement among different learning styles, the results of the study showed that there was a statistically difference on the reading achievement by learners of different learning styles. The Visual language learners achieved highest scores (M=5.49). Tactile language learners ranked the second of M=4.5. Auditory and Kinesthetic language learners scored almost similar of M=3.36 and M=3.72 respectively. Group and Individual learners ranked the last of M=2.83 and M=2.77.


Language Learning Style, Reading Strategies, Reading Achievement.


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