An investigation into the impact of matched learning and teaching styles on student success in ELT prep classes

This study investigated the relationship between students' perceptual learning styles and time preferences, and instructors' teaching styles at prep classes in the department of English Language Teaching at Çanakkale Onsekiz Mart University. The purposes of the study were, (a) to examine the effect of the matched learning and teaching styles on academic achievement, (b) to determine the relation between students' time preferences and their success in terms of school hours for both Day and Evening Classes. The study was conducted through quantitative research methodology. In order to achieve the aims stated above, the data were collected from 46 students and 6 instructors' of prep classes in the ELT Department at Çanakkale Onsekiz Mart University, by means of a Learning Style Questionnaire and Teaching Style Questionnaire. To test the difference between learning and teaching styles in terms of matched ones, the exemption exam scores which were achieved at the beginning of the fall term, and the students' final exam scores at the end of the spring term, were considered as pre-test and post test scores. The obtained data were analysed by using descriptive statistics, Pearson Product Moment Correlation Coefficient, and ANOVA techniques on SPSS 10.0. Descriptive statistics showed that most of the EFL students preferred to receive information through kinaesthetic and visual learning styles while instructors predominantly preferred to use auditory and visual teaching styles. Although the pre test scores of the students increased in post-test exam, when the case is investigated by means of matched learning and teaching styles only auditory and kinaesthetic learners' exam scores had improved significantly in the courses whose instructors predominantly preferred auditory and kinaesthetic teaching styles. For the other matched learning and teaching styles, there was not any significant relationship.Moreover, it was found that both students and instructors were more energetic and ready for learning and teaching in the morning hours, although ANOVA analysis did not reveal an effect of students' preferences for study hours on their success. This study concluded that matched learning styles and teaching styles might have a positive effect on academic achievement but the concept of matching is not the only factor in being successful as there are a number of other considerations, which affect language learning.