The Relationship between Iranian EFL Learners’ Sensory Learning Style and Their Autonomy Level

Zeinab Khojastenejad, Kian Pishkar


Autonomy in learning and teaching plays a pivotal role for language acquisition and by knowing learners VAK strategy (visual, auditory, kinesthetic), teachers can perform better. Also, such teachers who are aware of learners’ preferences in learning styles are successful in their teaching. Therefore, this study aimed at investigating the relationship between EFL learners’ autonomy and their sensory learning style. To meet the above purpose, a number of 50 male and 50 female students participated in the present study. After homogenizing them with TOEFL and Nelson tests and taking the VAK and Learner Autonomy Questionnaire (LAQ), the correlation of learners’ autonomy and sensory learning was calculated according to Spearman correlation coefficient. The result showed that the language autonomy in two universities is not equal whereas both universities are equal in sensory learning skills. That is, the language autonomy of Hormozgan University students is more than Islamic Azad University, Bandar Abbas Branch. And Islamic Azad University, Bandar Abbas Branch students’ sensory learning styles affect their language autonomy.


language teaching, learner autonomy, language learning strategy, teacher autonomy

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