Learning styles and linguistic competence in English undergraduate students at Centro Regional Universitario de Los Santos

Abstract

This study aims to identify the level of English proficiency and students' learning styles and determine if there is a significant relationship between these factors. The purpose of this study is to identify the level of English proficiency and the students' learning styles to determine if there is a significant relationship between these factors. A quantitative correlational design with cluster sampling was used. Standardized tests were administered to measure the English proficiency and learning styles of the students. Data was analyzed using descriptive and correlational statistics. Results showed a weak positive correlation (r = 0.174, p < 0.05) between learning styles and English proficiency levels, indicating a slight tendency for specific learning styles to influence English test scores. Auditory learners performed better overall, while visual learners exhibited more significant variability in their scores. The weak positive correlation suggests that learning styles have minimal impact on English test scores. Other factors may play a more significant role in students' performance on these tests. Further research into larger samples is recommended to explore these underlying factors.