Perceptual Learning Style Preferences of Gifted Vs. Non-Gifted Turkish Efl Learners

Abstract

This study aims to identify the perceptual learning style preferences of gifted secondary school EFL learners in Turkey related to their study of English and attempted to compare their preferences with their non-gifted peers' preferences. To this end, the "Perceptual Learning Style Preference Questionnaire" was given to 240 (107 gifted and 133 non-gifted) Turkish students from 6th, 7th, and 8th grades. The results of the quantitative analyses showed that gifted and non-gifted EFL learners were not very different from each other in terms of their learning styles preferences. The only slight differences were observed in some learning styles: non-gifted learners preferred auditory and kinesthetic learning styles more than their gifted peers. The other learning styles (tactile, group, visual, and individual learning) were preferred by both gifted and non-gifted learners in a similar level. The findings of the study are discussed along with the current literature on learning styles preferences in EFL learning and already existing giftedness theories. Certain implications for teacher education programs and some suggestions for both gifted and non-gifted language learners, language teachers, and gifted education specialists are specified.