EFL Learners’ Perspectives on ELT Materials Evaluation Relative to Learning Styles

Abstract

This paper presents the relationship between Korean EFL learners’ self-reporting learning style preferences and their perspectives on ELT materials evaluation. Quantitative data was acquired from 521 subjects’ responses to a learning style survey and a questionnaire of materials evaluation checklist. The findings show that Korean EFL learners’ major (salient) learning styles were likely to affect their views of materials evaluation. That is, learners with multiple major learning styles and with tactile or kinesthetic learning styles tended to have higher levels of expectation concerning materials evaluation. Also, they tended to be significantly concerned with the criteria relevant to their major learning styles. This suggests that learning style can be a referential indicator for the selection of learner-appropriate ELT materials. Teachers can utilize information about their students’ perspectives on materials evaluation relative to learning styles to facilitate materials selection or adaptation, and to develop teaching methods with consideration of individual learners’ preferences. The implications of the study will be discussed.