EXPLORING THE RELATION BETWEEN LEARNING STYLES AND WRITING COMPETENCE OF PAKISTANI ESL LEARNERS: IMPLICATIONS FOR INSTRUCTION AND ASSESSMENT"

Abstract

This study aims to investigate the relationship between learning styles and academic performance among Pakistani ESL learners, using a sequential mixed-method research design. The study focuses on writing as the dependent variable and considers learning style as the independent variable. The research population consists of English as a second language learners in Pakistan, and the sample frame includes 66 intermediate grade 11 students from PAF College Fazaia Sargodha, comprising 53 male and 13 female participants. Purposive sampling is utilized to select participants who are most relevant to the research question. Kolb’s (1921) theory of learning styles was used as the framework. Data is analyzed through a statistical package of social sciences (SPSS) version 26. Findings suggest that there was a small positive correlation between learning style and writing scores in sentence structure, a weak positive correlation was found between learning styles and writing scores in the organization of ideas while a strong correlation between learning styles and grammar score was found.