Author(s)

Huang Xi’nan

Corresponding Author

Huang Xi’nan

Abstract

This thesis attempts to explore the relationships between learning styles and English learning achievements of non-English major university students to provide some empirical evidence for English teaching and learning. To achieve the purpose, it aims to provide answers to the following questions: (1) What are the learning style distributions of non-English major university students? (2) How do their learning styles affect their learning strategies deployment? To answer the above questions, the author conducted an empirical study, in which 147 sophomores from a university in Guangzhou got involved, and two self-reported questionnaires were adopted: The Chinese version of the Myers-Briggs Type Indicator, Form M (MBTI-M), to measure the learning styles of the participants. The major findings of this study are: The learners show their diversity of learning styles. They are Intuitive (53.85%), Feeling (54.55%) and Judging (56.64%). And type distributions on the Extroversion-Introversion scale are almost even (Extroversion: 50.35% and introversion: 49.65%). The research findings have an implications for English teaching and learning. English learners should be encouraged to develop their awareness of their own styles so that they can understand their learning strengths and weaknesses better.

Keywords

Learning Styles; English Learning; University Students