Appraisal of the Relationship between Iranian Medical Students’ Learning Styles and Their Preferences for English Language Learning Software Activities

Document Type : Original Article

Authors
Marziye Sabzevari
Azar Bagheri Masoudzade
Mahdiyeh Azizian
Department of General Educations, Afzalipour School of Medicine, Kerman University of Medical Sciences, Kerman, Iran
10.22034/jes.2026.594804.1016
Abstract
The aim of this research was to explore the relationship between medical students' learning styles and their preferences towards “Tell Me More” language learning software activities among Iranian Medical Students. The study involved 57 intermediate students, comprising 39 males and 18 females, over a three-month period. Kolb Learning Style Inventory (KLSI) was utilized as a tool to examine the learning styles of the participants. A questionnaire assessing preferences for “Tell Me More” activities was given to determine the preferences of 40 out of the 57 participants (10 participants representing each learning style). Using Microsoft Excel 2010 software, the data from this questionnaire was analyzed based on their learning styles. The findings indicated that the majority of the participants who who were accommodators, convergers, and divergers preferred the dialogue type “Tell Me More” activities. In addition, the same number of participants who were divergers also liked “fill in the blanks” activities. On the other hand, majority of the participants who were assimilators had a preference for the “the right word” activities. This study has significant contribution to recent findings on teaching and learning using technology.
Keywords
Technology, Learning style, Learners' preferences, &ldquo
Tell Me More&rdquo
software, EFL Context
Subjects