The effect of learning style on the performance of students in a preemptive focus-on-form instruction

Abstract

Due to the crucial role of learning styles in language learning, this study aimed at investigating whether different learning styles play a role in a grammar classroom taught based on a preemptive focus-on-form instruction. To fulfill this objective, 65 female students studying in a state pre-university center were selected as the sample of the study. After determining their learning styles based on Paragon Learning Style Inventory, all of them were taught a grammatical structure based on focus-on-form instruction. The results of the study revealed that the difference in the participants' language performance due to the effect of their learning styles and focus-on-form instruction they received was not statisti-cally significant.