Learning styles regarding gender and self-efficacy in English pre-service teachers

Resumen

In learning, it is necessary to consider the different student learning styles of students because this action can promote motivation and interest in other subjects. The literature shows that, in several cases, teachers do not adjust teaching styles to learning styles, which can be a barrier to achieving student interest. Research shows that motivation and scaffolding language practice when caring for student learning styles impact academic achievement and self-efficacy. This research aimed to identify the relationship between learning styles, gender, and self-efficacy among English teachers in training; a quantitative descriptive method, correlational design, and transversal scope were followed. The participants of this study were 86 students enrolled in the Faculty of Languages in the Language Teaching class, 60.5% female and 39.5% male, with an average age of 21.7 years (SD = 4.9). The instruments used to obtain the participant data were the Honey-Alonso Learning Styles Questionnaire (HALSQ) and the Academic Volitional Strategies Inventory (AVSI). The results indicate that students are mainly theoretical and use self-efficacy strategies related to the future and the possible consequences they will face if they do not complete their tasks. Moreover, the statistical analysis demonstrates no relationship among learning styles, self-efficacy, and genre. Nevertheless, it is necessary to continue exploring LS, self-efficacy, and genre since they have been pointed out to influence language learning, reaching goals, and motivation in the learning and teaching areas.