Measuring the Effect of Learning Style Preference on Learners’ Argumentative Essay Writing Across Different Writing Strategies

Abstract

The investigation attempted to measure the effect of learning style preference across two different writing strategies in writing classes. The 58 subjects recruited from L2 classes comprised 19 visual, 21 auditory, and 18 kinesthetic learners. A 3x2 analysis of variance test was applied to work with the experimental data. The output confirmed a statistically significant interaction effect occurred among types of writing strategy (x1) and learning style preference (x2) on learners’ writing performance (y) at F (2, 57) =5.754, p= 0.006. There was also a significant effect of learning style preference at F (1, 57) = 70.949, p = 0.000. The analysis showed that learning style preference differed significantly among the three groups. Here, visual and auditory performed better on average than kinesthetic learners for writing performance. The main effect also confirmed a statistically significant effect of types of writing strategy occurred at F (2, 57) = 22.884, p = 0.000. Here, graphic organizers (GOs) differed significantly from non-graphic organizers (NGOs).