Iranian EFL Learners' and Teachers' Sensory Preferences and the Learners' Speaking Ability

Abstract

This study investigates the relationship between Iranian EFL learners' and teachers' sensory preferences (visual, auditory, and kinesthetic (VAK)) and the learners' achievement in speaking. Fifty-two Iranian EFL learners studying English participated in this study after their knowledge of English was considered homogeneous based on an English proficiency test and an IELTS interview simulation. Participants received the equivalent speaking instruction. Reid's PLSPQ was given to students to determine their sensory preferences. A teaching style questionnaire was given to their English teachers to determine their teaching style. Based on the results, two groups of matched and mismatched students were determined. After instruction, the two groups were post-tested through an oral interview test rated based on IELTS speaking band descriptors, as in the pretest. Results of the study indicated that matching Iranian EFL learners' and teachers' sensory preferences (VAK) had a significant effect on the learners' achievement in speaking.