First Advisor

Devorah A. Lieberman

Date of Publication


Document Type


Degree Name

Master of Science (M.S.) in Speech Communication


Speech Communication




Psychology of learning, English language -- Study and teaching -- Greek speakers, Greek students



Physical Description

1 online resource (143 p.)


The purpose of this study was to identify the preferred learning styles of Greek EFL students and teachers in Greece. The learning styles examined were visual, auditory, kinesthetic, tactile, group and individual. The study was conducted at a private English language school in Piraeus, Greece. Ninety-two Greek EFL students (33 male and 59 female) ranging in age from 13 to 22, and 11 Greek EFL teachers (3 male and 8 female) ranging in age from 22 to 52 constitute the sample. The study used the self-reporting learning style questionnaire that Reid (1987) developed to measure the preferred learning style preferences of ESL students in the U.S., and is a partial replication of Reid's study. The instrument was used to determine the major, minor and negligible preferred learning styles of Greek EFL students and teachers. Data from the learning style questionnaires were analyzed using paired t-tests, unpaired t-tests, single-factor and two-factor ANOVAs. Statistical analysis indicated kinesthetic learning as a major learning style for students, and visual, kinesthetic and tactile learning as major learning style preferences for teachers. No negligible learning styles were reported for either group. Students tended to prefer teacher-centered learning styles (visual, auditory and individual learning) slightly more than student-centered learning styles (kinesthetic, tactile and group learning). Furthermore, teachers tended to prefer student-centered learning styles slightly more than teacher-centered learning styles. Data from both groups (teachers and students) suggested interaction effects for age and gender. The results of this study raise questions concerning the reliability of Reid's instrument. Neither subject groups in this study, nor subjects in Hoffner's (1991) or Pia's (1989~ studies, identify negligible learning styles on the part of the subjects. This raises questions related to the reliability of Reid's instrument. It suggests that further study needs to be conducted in measuring learning style preferences in culture specific studies.


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