On the Link between Identity Processing and Learning Styles among Young Language learners

Abstract

The present study attempted to investigate the probable relationship between Iranian young language learners' identity processing styles and their learning styles. To this end, 29 advanced learners, 23 females and 6 males were randomly selected from an English language Institute. Twenty nine advanced young language learners were chosen randomly out of whole advanced young language learners in the mentioned English Language Institute using simple randomization. Detailed information was provided for them relevant to the title, its significance, and the procedures they would go through to participate in this study. They were asked to fill out a revised version of identity style inventory and a learning styles inventory questionnaires. After collecting the data, the results revealed that Iranian young language learners' identity processing style and their learning style were not related to each other. An independent t-test was run to compare the mean scores of male and female. The results indicated that there was not a significant difference between the mean scores of the two groups on the learning style. The findings have implication for language learners, teachers, and material developers.