Exploring Perceptual Learning Styles and Vocabulary Retention among Libyan EFL Students at Derna University

Abstract

The present study investigated  the effectiveness of perceptual learning styles in facilitating vocabulary learning and retention. The study employed an experimental research design, utilizing quantitative methods to address the research questions. The participants were 30 EFL Libyan students at Derna University who were randomly assigned to two groups : a control group  and  an experimental group, with  15 students in  each group. The instruments used for data collection were: a pre- test  (TOEFL vocabulary test) to assess the students' proficiency level and to select a study sample, Perceptual Modality Preferences Survey (PMPS) to identify the students' most preferred learning styles and a vocabulary post-test to measure vocabulary retention. A pilot study was conducted at the outset of the study to assess the pre-test and the PMPS. The collected data was analyzed using the Statistical Package for the Social Sciences (SPSS). The findings  revealed that interactive learning style was the most preferred by the participants followed by visual and print learning styles.  The findings also showed that there was not a significant difference between the control and experimental groups which indicated that learning styles did not significantly influenced vocabulary retention. In addition, the post-test results demonstrated that the interactive students achieved a higher mean score than visual and print students. However, the performance of the students with the  three learning styles was not statistically different.