Articles accepted at the time of publication
Back to the articles list |
Back to browse issues page
1- Associate Professor of Teaching Persian to Speakers of Other Languages, Imam Khomeini International University. , vakilifard@hum.ikiu.ac.ir
2- Imam Khomeini International University
2- Imam Khomeini International University
Abstract: (600 Views)
The process of teaching and learning is a complex interplay of multiple factors, including teaching and learning styles. A mismatch between these styles can lead to negative outcomes. The primary objective of this study is to investigate the learning styles of non-Iranian Persian language learners and the teaching styles of their instructors. To explore the alignment and discrepancies between these variables, a quantitative method was employed to provide a comprehensive understanding of the relationship between them. This research was conducted with a sample size of 116 Persian language learners and 25 teachers, and data on learning styles were collected using the Perceptual Learning Style Preference Questionnaire (PLSPQ). The same questionnaire was adapted and validated to collect data on teaching styles. The study revealed no significant difference in the prioritization of visual, tactile, auditory, and kinesthetic learning styles between learners and teachers. However, a notable difference was observed in group and individual learning styles. Furthermore, academic background emerged as a crucial factor affecting teaching style, with teachers who had completed a teaching Persian program (AZFA) prioritizing group-style instruction. The outcomes of this research underscored the existence of discernible disparities between the teaching styles of educators and the learning styles of students. As such, it was recommended that teachers adjust their teaching styles to align with the learning styles of their students.
Article Type: مقالات علمی پژوهشی |
Subject:
language teaching
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |