The Islamia Univerisity Bahawalpur

The Islamia Univerisity Bahawalpur
THE Investigation OF PERCEPTUAL LANGUAGE LEARNING STYLES AND THEIR

Effect Upon Writing Abilities OF ESL Students AT Auxiliary LEVEL
BY
AMNA MUNSIF
BS LINGUISTICS

THE Investigation OF PERCEPTUAL LANGUAGE LEARNING STYLES AND THEIR Effect After
Composing writing OF ESL Students AT Auxiliary LEVEL
BY
AMNA MUNSIF
A dissertation submitted to
ENGLISH DEPARTMENT
THE ISLAMIA UNIVERISITY BAHAWALUR

Effect THE Investigation OF PERCEPTUAL LANGUAGE LEARNING
STYLES AND THEIR After writing Abilities OF ESL Students AT Auxiliary
LEVEL
A dissertation submitted to Linguistics Department in partial fulfillment of the requirements

for the degree of BS ENGLISH(LINGUISTIC)
____________________________
HEAD OF DEPARTMENT

DECLARATION
I , AMNA Munsif, Student of BS Linguistics, IUB BWP hereby declare that the research work
entitled "THE Investigation OF PERCEPTUAL LANGUAGE LEARNING STYLES AND
THEIR Effect After writing Abilities OF ESL Students AT Auxiliary LEVEL" is done by me. I
also certify that this thesis does not incorporate any material previously submitted for any degree
in any university without acknowledgment; and to the best of my knowledge and belief that it
does not contain any material previously published or written by any other person where due
reference is not made in the text.
(AMNA MUNSIF)
Roll # fa2ba17024
2017-21

Dedicated to
I dedicate my work to my sweet parents and brother whose love, courage, support and
prayers enabled me to complete this project.
ACKNOWLEDGEMENT
May peace and mercy be upon the Messenger of Allah (peace and blessings of Allah be upon
him). All praise is due to Allah, the Creator of the universe, who has blessed me with
innumerable blessings and enabled me to successfully complete my research work in Bachelor's
degree.
I would like to thank my supervisor Sir Shahid Nawaz I have learned to help and support him at
all stages of this dissertation. I would also like to thank him as a person who is open to coming
up with new ideas, and for encouraging and helping me shape my interests and ideas. I am
extremely grateful to them for providing all the valuable requirements in my research career.
RESEARCH COMPLETION CERTIFICATE

Certified that the research work contained in this thesis entitled “THE Investigation OF
PERCEPTUAL LANGUAGE LEARNING STYLES AND THEIR Effect After writing
Abilities OF ESL Students At Auxiliary LEVEL"
”has been carried out and completed by “Amna Munsif” under my supervision during her BS
linguistics program.
(SIR SHAHID NAWAZ)
Supervisor

ABSTRACT
Singular contrasts assume huge part in learning and utilizing language however it is first
language or second language. Learning style is one the predominant parts which sway the
student's flourishing. It accepts a pressing part in the learning method educators and instructors
ought not disregard of their learning styles. Learning styles cover other individual difference,
limits and personality. Notwithstanding, styles do exist , all styles of students are legitimate and
convey equivalent significance. Most significant thing to quantify them properly and precisely.
Presence study has overcome any barrier to examine the social and intellectual inclinations of
language learning styles of ESL students at optional level and furthermore endeavored to
discover the effect of these styles on composing capability abilities of ESL students. The
populace included male and female students of region BAHAWALNAGAR from govt.
furthermore, non-public schools. Information is gathered and checked with set models through a
survey and IELTS general test. It is inspected that the utilization of perceptual learning styles is
emphatically between connected with one another that straightforwardly effect on the
consequences of learning assignments and the students are more prevailing in visual hear-able or
sensation inclinations.
TABLE OF CONTENTS
Chapter No Particulars Page
1 INTRODUCTION 14
1.1 INTRODUCTION 14
1.2 BACKGROUND OF THE STUDY 15
1.3 STATEMENT OF PROBLEM 16
1.4 RESEARCH QUESTIONS 16
1.5 RESEARCH OBJECTIVES 17
1.6 SIGNIFICANCE OF STUDY 17
1.7 RESEARCH METHODOLOGY 17
1.8 ORGANIZATION OF STUDY 18
2 Literature Review 19
2.1 THE CONCEPTUAL FRAMEWORK OF LANGUAGE 19
2.1.1 ENGLISH AS SECOND LANGUAGE 19
2.1.2 LANGUAGE LEARNING 19
2.1.3 PSYCHOLINGUISTICS AND LANGUAGE LEARNING 20
2.1.4 BEHAVIORISM AND LANGUAGE LEARNING 20
2.1.5 MENTALIST THEORY OF LANGUAGE LEARNING 20
2.2 LANGUAGE PROFICIENCY SKILLS 21
2.2.1 LISTENING SKILLS 21
2.2.2 WRITING SKILLS 22
2.3 FACTORS INFLUENCING LANGUAGE LEARNING 22
2.4 LANGUAGE LEATNING STYLES 23
2.4.1 FUNDAMENTALS OF LEATNING STYLES 23
2.4.2 DIFFERENCE BETWEEN LEARNING STYLE AND LEARNING
STRATEGY 24
2.4.3 GARDENER MULTIPLE INTELLIGENCE THEORY 24
2.5 MODELS OF LEARNING STYLES 24
2.5.1 I KOLBS EXERIIENTIAL LEARNING STYLES MODAL 24
2.5.2 REID’S MODEL OF LEARNING STYLES 24
2.5.2.1 COGNITATIVE LEARNING STYLES 25
2.5.2.2 SENSORY LEARNING STYLES 25
2.5.3 FLEMING’S VARK MODEL 26
2.6 LEARNING STYLES AS EMOTIONAL CONNECTION 26
3 RESEARCH METHODOLOGY 27
3.1 RESEARCH DESIGN 27
3.2 POPULATION 29
3.2.1 THE ELIGIBILITY CRITERIA FOR SAMPLE SELECTION 29
3.3 SAMPLE OF THE STUDY 30
3.3.1 SAMPLE TECHNIQUE 31
3.3.2 SAMPLE SIZE 31
3.4 DATA COLLECTION TOOLS 31
3.5 QUESTIONNARE 32
3.6 SCALE DIFINATION 32
3.7 DATA ANALYSIS 32
3.8 DELIMITATION OF STUDY 32
3.9 LIMMITATION OF RESEARCH 32
4 DATA ANALYSIS 34
4.1 CORRELATION BETWEEN LSI & STUDENTS SCORUSE OF GOVT
INSTITUTION 34
4.1.1 CORRELATIONBETWEEN LSI & WRITING SCOURSE OF MALE
STUDENTS OF GOVT INSTITUTION 34
4.1.2 CORRELATIONBETWEEN LSI & WRITING SCOURSE OF FEMALE
STUDENTS OF GOVT INSTITUTION 35
4.2 CORRELATION BETWEEN LSI & STUDENTS SCORUSE OF
PRIVATE INSTITUTION 36
4..2.1 CORRELATIONBETWEEN LSI & WRITING SCOURSE OF MALE
STUDENTS OF PRIVATE INSTITUTION 37
4.2.2 CORRELATIONBETWEEN LSI & WRITING SCOURSE OF FEMALE
STUDENTS OF PRIVATE INSTITUTION 38
4.3 CORRELATION BETWEEN LSI & STUDENTS SCORUSE OF

PRIVATE & GOVT INSTITUTION 38
4.3.1 CORRELATION BETWEEN LSI & WRITING SCOURSE OF MALE
STUDENTS OF PRIVATE & GOVT INSTITUTION 38
4.3.2 CORRELATION BETWEEN LSI & WRITING SCOURSE OF FEMALE
STUDENTS OF PRIVATE & GOVT INSTITUTION 39
4.4 CORRELATION BETWEEN LSI & STUDENTS SCORUSE OF GOVT
INSTITUTION 40
4.4.1 CORRELATION BETWEEN LSI & WRITING SCOURSE OF MALE &
FEMALE STUDENTS OF GOVT INSTITUTION 41
4.4.2 CORRELATION BETWEEN LSI & WRITING SCOURSE OF MALE &
FEMALE STUDENTS OF PRIVATE INSTITUTION 42
4.5 OVERALL LEARNING STYLES USED BY THE LEARNIRS 43
4.5.1 ANYLISIS OF THE COMPARSION OF PERCEPTUAL LEARNING
STYLES WITH OTHER STYLES 43
4.5.2 OVERALL ANYLISIS OF THE COMPARSION OF PERCEPTUAL
LEARNING STYLES WITH OTHER STYLES 44
5 FINDINGS, IMPLICATIONS,CONCLUTIONS and
RECOMMENDATIONS 45
5.1 SUMMARY OF FINDINGS 45
5.2 INTERPRETATION OF RESEARCH QUESTIONS 46
5.2.1 WHAT IS RELATIONSHIP BETWEEN DIFFERENT PERSEPTUAL
LEARNING STYLES & ENGLISH LANGUAGE LEARNING ESL
LEARNERS SUDYING ENGLISH SECONDARY SCHOOL IN
BAHWALNAGAR DISTRICTS? 47
5.2.2 WHAT IS DIFFERENCE AMONG ESL LEARNINERS LEARNING
STYLES IN GOVT AND PRIVATE SCHOOLS IN BAHWALNAGAR
DISTRICT? 47
5.2.3 HOW THE AUDIEORY VISUAL AND KINESTHETIC LEARNINERS
PERFORM DIFFERENTLY IN ACQIRING LANGUAGE
PROFICIENCY SKILLS AS COMAPARE TO THE LEARNERS
USING OTHER STYLES OR NO LEARNINGS STYLES? 48
5.2.4 HOW DIFFERENT PERCEPTUAL LEARNING SYLES AFFICET
WRITING SKILLS OF THE LEARNERS AT SECONDARY LEVEL?
70
5.3 CONCLUSION 48
5.4 IMPLICATION OF RESEARCH 48
5.5 PROPOSAL 48
REFERENCES 49
APPENDIX 51
Section A 51
Section B 58
“THE Investigation OF PERCEPTUAL LANGUAGE LEARNING STYLES
AND THEIR Effect After writing Abilities OF ESL Students At Auxiliary
LEVEL"
CHAPTER ONE
INTRODUCTION
1.1 INTRODUCTION
Towards the end of 20 years, changes have occurred in the political, social, economic and
modern living spheres. To recognize these developments, individuals need to address the issues
that arise from all these developments. The most important need for time is to learn a language,
which has even become an important part of one's life. Living in an English society, studying
abroad, and communicating takes time to learn English as a second language.
. Getting a second language isn't as complicated as it might seem. Krishna and Selangor (1975)
point out that mindful language learning requires correcting the mismanagement of ambiguous
judgments in the second language learning process. Various obstacles in the way of learning and
all these factors can be consciously removed. Learning essentially requires a response from the
conscious mind and acquisition requires an unconscious action.Students who start learning a
second language first need to be good at comprehension skills. The main reason for the
difficulties is; They are not choosing the right path. If one wants to be good at a productive skill,
he can have enough practice for the receptive skill of listening and reading. The role of first
language, nervousness, hesitation, fear of contextual context, audience and many other people
have the same reason for their lack of comprehension skills.
Appreciation abilities are more essential to zero in on and practice cautiously yet this idea isn't
clear in students and learners the same. Rather than zeroing in on understanding, they attempt to
be acceptable at useful abilities and this causes a genuine impediment in their learning. The
principle reason is that cognizance abilities work with the students with a system for the
objective language and make somebody ready to secure useful abilities. In Pakistan, an
enormous imperfection in the instruction framework is that useful abilities are more noticeable
than absorptive abilities. Choosing the wrong path towards learning makes it difficult to achieve
the goal, so for learners who want to acquire another language, it is very important to be
proficient in listening and reading skills, leading to productivity including speaking. The writing
will definitely be good.
For second language learners, focusing on all areas of the target language, including functional
and stylistic frameworks, is a good approach. It is a step in the phenomenon of self-actualization.
Learning another language efficiently in all respects requires a lot of effort, hard work and time
to invest aggressively, which is some additional motivation inside or outside that creates
incentives for learners. will be needed.
The focus here is on whether to focus on cognitive or behavioral styles that work better in SLAs.
In this regard, different theories have different arguments. Both are important, but a cognitive
approach helps to conceptualize learning and focus on the rules and formation of the language.
Conscious learning is long-lasting, in other words, with amazing results in life. It is better to say
that conscious learning is more useful for language acquisition than behavioral learning.
Cognitive learning pays more attention to language styles and frameworks. Therefore, the
learner's attitude is reflected in the results and plays a leading role in the SLA.
In Pakistan, since there is a lack of external resources that can improve the SLA, the most
important thing is that. The involvement of parents and teachers is also very limited. It is a fact
that both parents and teachers are role models for adults. Children have subconsciously adopted
first language learning through their parents, but parental involvement in SLA is also needed
today by giving children a positive incentive. Cogliata (2008) explained that parental
involvement has a strong and positive relationship with academic achievement. Parents who
positively participate in their children's learning activities enable them to perform better. In this
way, children gain knowledge and awareness about the world in a more appropriate way.
Learning style is one of the predominant components that influence the prosperity of learners. It
assumes an urgent part of the learning process Teachers and educators must not lose sight of the
learner's learning styles. Learning styles are a manifestation of this current reality. They include
the background material, paint, size and composition of the colored shape and the
interrelationships of the different colors joined together to give another effect. During the time
you spend learning a particular language as a second language, there are many components
including age, gender, inspiration, knowledge, anxiety, and learning styles that determine
learners' scholarly achievement. There is no certainty about which learning methods work best.
Learning styles cover other individual contrasts, abilities, and identities. However, the patterns
are there. All styles of learners are valid and of equal importance. The most important thing is to
measure it appropriately and accurately, so the present study attempted to examine trends in
secondary school learning styles studying English as a second language.
1.2 BACKGROUND OF STUDY

Individual differences play an important role in learning and using a language even though it is a
first or second language. A large number of linguistics point out a strong association between
language learning and psychological approach and have done a lot of research in this field.
Robert Gardner illustrates this relationship in his relation to the learner's attitude. In addition, it
demonstrates that learner behavior is strongly related to an intrinsic or extrinsic motivation. By
making a suggestion regarding language level 2 and motivation, he outlines that learning a new
language may be an act of inner satisfaction that depends entirely on the amount of struggle he
applies. Various studies in the field of second language acquisition have shown that it is a serious
problem faced by different learners from the past. Therefore, this study sheds light on a variety
of factors that can be important hurdles in the learning process and briefly describes the various
useful elements of learning. Different cultures and environments face different types of problems
in different populations. It is a big problem for those who want to get L2 for any reason.
For a long time, it was accepted that SLA meant promoting knowledge rationally, in other words
'mental gymnastics'. In the past, Latin or Greek was considered a standard language for the
generation of education. The classical method basically comes from the past when Latin was
more focused. At that time, learners were interested in grammar, vocabulary, translation, and
sentence formation. The classic method was adopted from that time period. Over time, when
some other languages came to the fore through her literary work and began to be taught in the
education system, Latin declined in rank. At the time, writing skills were more focused than
speaking skills.
Not all languages are accepted for communication purposes and some languages are considered
important for oral purposes only for scientific purposes. Learning a second language in the past
was a skill taught by a teacher in a classical way. In the nineteenth century, a new method of
second language teaching was proposed, which was the method of grammatical translation,
which brought about a significant change in the SLL language. In the case of translating a
language into another language, this method stands within the grammar or target language
framework. This method is well accepted by many researchers in the field of language teaching
methods and is a standard tactic from an educational point of view, especially when it comes to
acquiring another language.
In the context of language learning styles, learners are inclined towards certain language learning
preferences, both academically or socially. Some patterns on these styles are discussed with the
distribution of analytical or global, visual, auditory or blank and similar features as labeling
learners.
1.3 Explanation OF Issue
Learning styles are influenced by various factors. There are a few issues experienced while
recognizing the learning styles of ESL students at the optional level. The first is that learning
styles are innately confounding, so it is undeniably challenging to comprehend the learning style
of every student, and another issue is that ESL students will in general recognize learning styles
in learning; The third issue is that the system utilized as a feature of the information trade can be
one-sided or uneven.
This might be material to one sort of student yet not all students. Notwithstanding, scientists and
teachers endeavor to find distinctive learning styles of students as for their sex, age, culture, and
field of study. The learning styles utilized by various students rely upon setting explicit mental
and social capacities and inclinations. Such inclinations obviously altogether affect the language
taking in execution of ESL students from normal to standard. The current examination
effectively overcame any issues to explore the social and psychological inclinations of language
learning styles of auxiliary ESL students.
Because learning styles include diversity and theoretical background, only perceptual learning
styles are identified and discussed for learners. Second, the study also attempted to explore the
impact of these methods on the writing and speaking proficiency of ESL learners.
1.4 RESEARCH QUESTIONS

1. What is the connection between various perceptual learning styles and English language
learning of ESL students examining English in auxiliary schools in Bahawalnagar area
2. What is the distinction among ESL students' learning styles in government and tuition
based schools in Bahawalnagar locale?
3. How the hear-able, visual and sensation students perform diversely in obtaining language
capability abilities when contrasted with the students utilizing different styles or no learning
styles?
4. How diverse perceptual learning styles influence talking and composing expertise of
the students at auxiliary level?1.5 Exploration Goals
1. To discover the connection between various perceptual learning styles and English language
learning of ESL students contemplating English in auxiliary schools in Bahawalnagar region.
2. To investigate the distinction among ESL students' learning styles in government and non-
public schools in Bahawalnagar locale.
3. To break down how the hear-able, visual and sensation students perform diversely in getting
language capability abilities when contrasted with the students utilizing different styles or no
learning styles.
4. To examine the degree of various perceptual learning styles influencing talking and
composing abilities at auxiliary level.
learning styles in government and private schools in Bahawalnagar district.
3. To analyze how the auditory, visual and kinesthetic learners perform differently in
acquiring language proficiency skills as compared to the learners using other styles or no
learning styles.
4. To research the degree of various perceptual learning styles influencing talking and
composing abilities at auxiliary level
1.6 SIGNIFICANCE OF STUDY

This examination might be of worth to both language educators and ESL students considering
the way that most instructors like to instruct similarly they have learned or need to learn. Thusly,
conflicts might emerge between the instructor's showing style and the student's learning styles
which might have unfortunate results for the student and the educator the same. This might make
ESL students more mindful of their own learning styles and they can all the more likely
appointed authority their own learning styles.
furthermore, circumstance upgrade students to control their learning styles and boost their
learning capacities. This examination may likewise show an incentive for course engineers, as
they realize that ESL student inclinations can engage content architects to give content that
coordinates with their learning style.
1.7 RESEARCH METHODOLOGY

The framework adopted for this specific study was the analytic ant, and the process type selected
was of the common relational type. The researcher manipulated the descriptive method by
applying the quantitative method. It is useful to reveal people's perceptions about a particular
topic. Since this method is descriptive, it is useful for dealing with results, measuring results and
validating a study. Here, the variables are more concentrated in the natural environment. It
provides a complete understanding of the reasons behind data collection.
The population consists of educated males and females from the Bahawalnagar district of the
government. and private schools. A sample of 160 students of both sexes participated from the
public and private sectors. Sampling is done by a disproportionate stratified random procedure.
With the IELTS General Test and Questionnaire, data is collected and verified against the
established criteria. The questionnaire was adopted from the Standardized Learning Styles
Inventory Test and the Cognitive Learning Style Battery which helps in verifying the language
learning preferences of ESL learners.
1.8 ORGANIZATION OF STUDY

The current study is organized into five main sections. The first chapter explains the
introduction, purpose of the study, research questions, study objectives and its importance in the
field of English as a second language. It explains how motivation has a strong relationship to
learning procedures especially in the case of ESL. Involving the learner in the stimulus and its
situations are two important key points that must be important in obtaining an effective outcome.
The second chapter explains the importance of learning methods, their origin and their role in the
learning process at various levels. Various models and theoretical expertise of different
researchers are also mentioned in this section. Chapter three explains in detail about the research
methodology, research equipment, population, sampling and research process. This explains the
participants who took part in collecting the data. It also represents various methods for
evaluating and interpreting the obtained data.
The fourth chapter is the details of the analysis of the collected data. It explicitly refers to the
relationship between perceptual learning styles and writing and speaking skills for both genders
in different institutes. The variables are accurately observed by applying the Pearson coefficient
correlation equation. The fifth chapter consists of conclusions and results in general. Below is a
summary of all studies through interpretation of research questions and study implementation.
Moreover, recommendations are given to suggest some different strategies to make second
language learning more convenient.
CHAPTER TWO
LITERATURE REVIEW
This segment presents a point by point outline on investigates effectively done on learning styles
and its relationship with English Language Learning. Language mastering abilities; tuning in,
perusing, talking and composing abilities are portrayed exhaustively. Language learning
speculations, meaning of learning styles and distinctive popular model of learning styles are
additionally examined
2.1. THE CONCEPTUAL FRAMEWORK OF LANGUAGE

As per Robert J. Sternberg Language is a framework utilized for consolidating sentences in
legitimate plan to speak with others. Language is one of the principle elements of human
existence as it is the lone medium through which people speak with each other. Language allows
a human to pass on his message to others for his necessities. Consequently, the fundamental
capacity of language is to make us ready to convey. Other than this capacity, another capacity of
language is as an apparatus to put self out there articulation, a device to make joining and social
variety, just as a device to hold social control. (Keraf,1980, p.3). An individual can communicate
his sentiments to other people. Language position in a general public relies on the social efficient
and political setting of a nation and furthermore relies upon the progression in the field of
instruction, science and innovation. Alongside first or Native language an individual needs to
learn Second Language to satisfy requests of propelling world. For this reason, in greater part of
nations it is important to learn English as second or Third language.
2.1.1 English as Second Language
Nobody can deny the significance of English language as it has become a worldwide language
and in numerous nations it is having status of second language and official language. We need to
learn English for various purposes like to get instruction, for business and correspondence. With
developing necessities of world, English language is getting increasingly more significance.
English as a subsequent language is spoken by possessing the job of worldwide language
"English language appears to have been embraced as the language of globalization these days as
the language of worldwide culture and worldwide economy" (Graddol 1997: 4). English
language is an amount of information on the world and it has gotten fundamental to learn English
language to get by in this cutting edge world. There are various hypotheses and instructing
strategies that disclose how to gain proficiency with a language second and unknown dialect
particularly English.
2.1.2 Language Learning

Diverse scientist characterizes language in an unexpected way. Learning is taken as a cycle that
mix up psychological, enthusiastic and ecological impacts and encounters to, upgrade , or m
change one's information, abilities, qualities, and world perspectives (Illeris, 2004; Ormrod,
1995). A subsequent language is concentrated in a setting where plenteous data exists in that
language and where language is the essential vehicle of every day correspondence. The
subsequent language (L2) is learnt alongside his/her primary language by an individual. One
learns primary language or Native Language (NL) before he/she secures second language. The
information on primary language will in general impact the learning of second language now and
again in a positive and some occasionally contrarily (Saville-Troike, 2006).
Gass (2003, p. 225) gives two rule approaches by which first language and second tongue is
taken in: the nature approach, which tells us that individuals have an innate mental limit with
respect to getting vernaculars, and the sustain approach, which centers around the job of climate
and social trade in obtaining of language. Ellis (1994) centers around three kinds of theories of
L2 securing: inner components hypothesis, outside factor hypothesis and individual elements
hypothesis. Connection with Gass' (2003) perceive nature and support, the nature approach
generally focus on inner factors and sustain approach on outer elements.
2.1.3 Psycholinguistics and language learning

Psycholinguistics is a part of etymology that reviews how mind and demeanor work in gaining
and learning a subsequent language. It researches the improvement of language, language use by
grown-ups and kids. As indicated by Shabitha (2013) "Psycholinguistics is an interdisciplinary
field of study which manages how individuals procure language, how individuals use language to
talk and comprehend each other and how language is addressed and handled in the cerebrum".
Essentially language learning is related with the psychological, passionate and actual
advancement of a Language Learner. Learning a language includes a difference in conduct by
modifying past information and blending it to the recently obtained information on
language.Linguists proposed various speculations in regards to language learning.
2.1.4 Behaviorism and Language Learning

Behaviorism hypothesis was principally proposed by B. F. Skinner. This stressed the job of
support (climate) to become familiar with a language. Student learns language through
impersonation and relationship from society. The cycle of language is Stimulus, Response
Repetition and Reinforcement. "For behaviorism, learning is the procurement of new conduct."
In 1937 Operant molding was made by B.F. Skinner and deals with the difference in "willful
conduct" or operant conduct. Operant conduct chips away at nature and is kept up by its
outcomes. The middle apparatuses of operant molding are Reinforcement and discipline, either
certain or negative. Skinner made the Skinner box or operant molding chamber to test the effects
of operant molding standards on rodents. From this investigation, he tracked down that the
rodents remunerated habitually then they learned adjusted effectively. Skinner furthermore found
that he could shape the rodents' conduct utilizing rewards, which could, consequently, be
associated with human adapting too.
2.1.5 Mentalist theory of Language learning

Because of B F Skinner hypothesis, Noam Chomsky focused on the job of nature in learning a
language. As per Chomsky, an individual has natural component to gain proficiency with a
language. It is a direct result of this inner psychological capacity that he can gain proficiency
with a language. It is LAD (Language Acquisition Device) that assumes fundamental part in
learning a language. On as opposed to the behaviorist perspective of climate explicit learning,
mentalist point of view rules the job of psyche and intellectual capacities in language picking up,
According to this way of thinking language learning is a bunch of obtaining a few frameworks
and rules which thus works with language learning among people. The intellectual part of human
cerebrum is inescapably more predominant than propensity arrangement part of behaviorist way
of thinking.
2.2 LANGUAGE PROFICIENCY SKILLS

A language can't be mastered without securing three abilities of language that are tuning in,
perusing and composing. Tuning in and perusing are open abilities while talking and composing
are dynamic abilities. The significance and parts of the relative multitude of four abilities of
language are given underneath:
2.2.1 Listening Skills

Listening expertise is ordinarily viewed as the piece of open abilities in language acquiring and
language use. However considered as uninvolved ability by numerous scientists when contrasted
and talking abilities as dynamic expertise, it is distorted in its expansiveness and degree. As
indicated by Nunan, (2001: 23) Listening abilities can be accomplished through six-organized
interaction. The table 2.1 shows the phases of listening measure as proposed by Nunan.
Hearing:- Implies to reaction caused by the sound ripple effects. It is a real reaction enlivening
unmistakable receptors of the ear. One can hear to tune in, anyway need not focus on hear. To
play out the movement audience gets the traces of the speaker. Hearing relies upon thought and
spotlight is on the speaker.
Consideration:- Brain screens enhancements and allows basically a picked very few to come
into focus these specific keenness is known as thought, a significant fundamental for convincing
tuning in; strong lifts like eminent lights, unforeseen fuss are allurements; care concerning more
customary or less striking redesigns requires remarkable obsession; postural changes are
maintained by genuine changes in substantial receptor organs; receptor adjustment may solidify
stressing of the ear's tympanic muscle for better reaction to powerless sounds.
Understanding:- It is related to see the value in pictures we have seen and tuned in, we should
break down the significance of the enhancements we have seen; normal lifts are words similarly
as sounds like recognition… and sights like blue uniform… that have regular ideas too; the
ramifications are identified with the settings where the pictures occur and these pictures are a
piece of our past relationship; for useful social correspondence, the group should comprehend the
proposed meaning and the affiliation expected by the sender
Reviewing:- An individual sees and interprets message just as stores to him amassing bank that
is the explanation it is known as a huge listening measure; in any case as our thinking is explicit,
so too is our memory- - what is recalled might be absolutely astounding equivalent to what
exactly was at first seen or tuned in.
Responding:- This stage requires that the beneficiary completion the methodology through
verbal and furthermore nonverbal commitment; in light of the fact that the speaker has no
alternate method to manage figure out whether a message has been gotten, this stage changes
into the rule clear means by which the sender may pick the level of accomplishment in imparting
the message.
2.2.2 Writing Skills

Composing abilities are essential for correspondence. Extraordinary witting abilities license to
examine the message with a bigger crowd than up close and personal and telephone
conversations. The principle focal point of this ability is to grant author's musings to the
perusers. As indicated by Dr. Omnia Nabih Ahmed the composed work measure incorporates
five unique strides to continue in finishing piece of composing.
Pre-composing:- This is the masterminding time of the sythesis technique, when students
conceptualize, research, collect and design contemplations, as often as possible using outlines for
planning their ideas. Now the primary objective and crowd ought to be kept in see, and for the
more settled students, a functioning postulation verbalization ought to be started.
Drafting:- In request to pass on a specific thought or present a contention, students make their
underlying organization by recording all of their contemplations. At this stage crowd and reason
ought to be concluded.
Overhauling:- Students review, change, and revamp their work by improving, including, or
deleting content, and by making the tone, style, and content fitting for the objective gathering.
The target of this time of the composing methodology is the improvement of the draft.
Altering:- At this point in the composing methodology, researchers alter and modify bumbles in
sentence design and mechanics, and attempt to work on the style and lucidity. Input of another
creator is extremely helpful at this stage.
Distributing:- In this last advance of creative cycle, the last draft is imparted to crowd. Sharing
can be capable differently, and with the right hand of PCs, it tends to be even be printed or
distributed on the web.
2.3 FACTORS INFLUENCING LANGUAGE LEARNIN

There is another gathering of individuals who accept that each youngster who grows up to be
capable and proficient at learning an unknown dialect is brought into the world with an intrinsic
capacity to rapidly learn unknown dialects, very much like the naturalists. They accept that
language learning is a "gift" that not many individuals have. Assuming a student is coming to
class with his own convictions, it is vital that the unknown dialect educator invests some energy
with these students to cause them to dispose of these convictions and assist them with being
productive language students. It is likewise believed that a few youngsters are brought into the
world with an inborn limit of learning dialects without any problem. Analysts anyway invalidate
this conviction and say that mental and social elements influence a kid's language learning limit
subsequently making them assorted (Newport, 1990). With respect to kids, it is accepted that the
more youthful a kid, the simpler it will be intended for the person in question to get familiar with
an unknown dialect. It is viewed as that language learning began at a beginning phase is better
for accomplishing higher capability (Krashen, Long, and Scarcella, 1979).Rod, Ellis (2003)
states following individual contrasts identified with second language obtaining
(1) Age
(2) Degree of first language advancement
(3) Motivation
(4) Attitude
(5) Intelligence
(6) Aptitude
(7) Personality
(8) Learning styles
(9) Learning Strategies
All of these factors are interconnected that is why they play important role in second language
learning. The present study focuses on relationship between language learning and learning style.
How individual learning style can affect learning of English as second language
.
2.4 LANGUAGE LEARNING STYLES

The term learning styles was initially presented by Alort in 1937 in the field of brain science and
it is taken as a way sort of conduct or character. With entry of time, explores in the field of SLA,
phonetics, psycholinguistics and brain research, the term is additionally refined and more
explicit. It was thought of "to an individual method of handling data" which is utilized " for
portraying or investigating the explores into critical thinking and tactile or perceptual
capacities"( reference? ). It was in 1970s with the exploration in the field of instructing and
discovering that consideration was paid to issue to learning style as for instructive circumstances.
(Riding and Cheema, 1991, in Sternberg etal, 2002). The meaning of learning style is summed
up by Kinsella: "Learning styles allude to singular, normal, constant and favored methods of
engrossing, handling and holding new data and abilities which continue paying little heed to
showing techniques and content region" (Kinsella, 1995, in Reid, 1995, p.171).
Dunn and Dunn (1979, as refered to in Reid, 1987) characterize learning styles as "a term that
depicts the varieties among students in utilizing at least one faculties to comprehend, put
together, and hold insight" (p. 89). Claxton and Ralston (1978) see the meaning of learning style
as "reliable method of reacting and utilizing boosts with regards to learning" (p. 7). Dun et al
(1989 as refered to in Clenton, 2002) state that learning styles incorporate factors, for example,
"singular reactions to sound, light, temperature, plan, discernment, consumption,
chronobiological highs and lows, versatility needs, and industriousness, … inspiration, obligation
(similarity) and need for structure… " (p. 56).
2.4.1 Basics of Learning Styles
Reid (1995) proposed two significant theories about learning styles.

(1) Understudies of various levels have their own learning styles, limits and
shortcomings.
(2) Disarray among learning and showing styles can cause a baffled, frustrated
and de-spurred climate in the study hall.
2.4.2 Difference between learning style and learning strategy
Comprehend the contrast between learning styles and learning systems. As per Sternberg
and Grigorenko (2001) the fundamental distinction between learning styles and learning systems
if of the level of cognizance. Style is psychological interaction and work without singular
mindfulness, while methodology includes cognizant decision. A student deliberately picks a
particular learning system to become familiar with something particular.
2.4.3 Gardener Multiple intelligence theory

Howard Gardner made a profile of knowledge in 1983. He introduced seven unmistakable
insights. This hypothesis is a result of from ongoing intellectual examination and shows what
understudies have various types of brains and insight, accordingly they learn, recollect, perform,
and comprehend in an unexpected way, and there are seven sorts of knowledge through which
students gain proficiency with a language.
Verbal-phonetics abilities are identified with talking abilities and composing abilities, how to
utilize words for expressed and composed medium and how to introduce them. Sensible
Mathematical abilities includes utilization of numbers, estimations and understanding language
structure rules . Substantial Kinesthetic abilities include proactive tasks like athletic abilities,
show and theater. Relational capacity is the means by which to converse with individuals and
comprehend them appropriately. While intrapersonal capacity; is self-knowing, self-assurance or
capacity to get oneself. Etymology – Musical is identified with utilizing music, tones, creating
inflection and mood of a language.
2.5 Models of learning styles

Researchers classified learning styles into different categories. The most famous modals were
presented by Kolb in 1984 and Reid in 1987.
Kolb's experiential learning Styles modular
Kolb's (1984) experiential learning model describes Learning style as "summarized

contrasts in learning course subject to how much people highlight the four
techniques for the learning cycle" (p.76) It is furthermore masterminded that
"learning is the collaboration whereby data is rolled out through the improvement
of contribution" (Kolb, 1984, p. 38). Kolb's test learning speculation works on two
levels:
(1) 1-a four stage example of learning and

(2) 2-four separate learning styles
Kolb's learning hypothesis (1974) sets out four undeniable learning styles, which
depend upon a four-stage learning cycle. Kolb clarifies that various individuals
normally incline toward a specific single grouped learning style as displayed in
table 2.3.
In his two-dimensional polynomial system he saw learning styles to get insight
(Substantial Experience – Dynamic Conceptualization; Feeling – Thinking) and
propelling information (Intelligent Perception – Dynamic Experimentation;
Watching – Doing). On the clarification of penchants along axes he detached four
kinds of learning style: Uniting, Wandering, Acclimatizing and Obliging (Kolb,
1984; Kolb, 1985; Kolb – Kolb, 2005a; Kolb – Kolb, 2005b).
2.5.2 Reid’s model of learning styles
However, Reid (1995) describes learning styles into three classes: Sensory Learning Styles,
Cognitive Learning Styles and Affective/ Temperament Learning styles.
2.5.2.1 Cognitive learning styles

Cognitive learning styles contain data which describes the habits and attitudes of a person.
Contrary to individual contrasts in capacities, cognitive styles portray a man's typical way of
thinking, seeing, recollecting, critical thinking or issue solving. Cognitive style is generally
portrayed as a dimension of personality which impacts an individuals’ attitude, qualities, and
social communication.
2.5.2.2 Sensory learning style

Perceptual Learning Style
Perceptual learning style includes visual, auditory, tactile, kinesthetic and haptic learners
i. Visual learner; learns more through the eyes for example using pictures and imageries
ii. Auditory learner; learns through listening to lectures and debates
iii. Tactile learner; prefers to learn by using colors, composing, drawing model, maps and
charts
iv. Kinesthetic learner; using totally physical association in a learning process like playing a
role, field trip and working in a theatre
v. Haptic learner; is also called hand-on learner as he or shelearns byusing physical
activities or movement, touching and doing
Environmental learning style
Environment learning style includes physical and sociological learners.
i. Physical learner;physical learner mostly prefer to use his or her body, hands and touching
things
ii. Sociological learner; Learns more effectively through working with others and prefers
group activities or tasks
Character learning style
Another significant learning style for L2 training is that of character type, which comprises of
four strands: extraverted versus independent; detecting versus instinct; thinking versus feeling;
and passing judgment on versus Seeing. Character type (frequently called mental sort) is a build
dependent on crafted by clinician Carl Jung.
Tolerance of ambiguity
An individual, who is lenient toward equivocalness, will make inventive and imaginative things.
In learning a second language a lot of vague data is experienced. To gain proficiency with an
effective language students ought to endure such uncertain data. Notwithstanding, the main
figure that a student should keep in see that he should attempt to stay away from an excessive
amount of resistance. As it can have a hindering impact and students might commit an excess of
errors while utilizing second language in various circumstances.
2.5.3 Fleming’s VARK Model

VARK model has been considered a comprehensible and detailed model to analyze the language
learning styles of learners.
The VARK model is proposed by Fleming (2001). Fleming (2001) defines learning style as “an
individual’s characteristics and preferred ways of gathering, organizing, and thinking about
information as shown in table 2.5. VARK is in the category of instructional preference because it
deals with perceptual modes” (p.1).
2.6 Different learning modes

RAFFAQET AND AMNA (2021) are of the assessment that the distinction among private and
government areas is clear. This might be the case in light of the fact that the public authority
areas have no motivator to further develop any as opposed to private areas. Private areas focus
closer towards understudies' objective by forcing on instructors just as on understudies moreover.
Here is depiction of four learning style models are recognized dependent on various qualities that
are useful for ESL students to fathom learning measure just as for the organizations.
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 RESEARCH DESIGN

Specialist has utilized quantitative methodology. Specialist has controlled spellbinding strategy
by applying quantitative methodology that is useful to uncover the view of individuals on the
particular point. As this technique is spellbinding, it is useful in taking care of the results,
estimating the outcomes and checking the legitimacy of the examination. Here, Variables are
more engaged in normal setting and give a total comprehension of hidden reasons of gathering
information. It features one side of the issue as well as supportive in discovering hidden
foundations of the raised issue.
This exploration study follows clear system that clarifies the job and relationship of LLS in
learning of second language. It furnishes insight concerning relationship of LLS with adapting
particularly if there should arise an occurrence of second language
The current examination has researched English language students' perceptual styles of learning
at private and govt. foundations with additional clarification of their social points of view with
the composition and talking capability abilities of the understudies.
3.2 POPULATION
Populace is the entire of all individuals that addresses a bunch of explicit local area. Here the
populace is taken from instructive foundations that are understudies of both private and
government area of optional level in locate Bahawalnagar. By gathering information from both
private and government areas make simpler to realize the issues looked by both understudy's
unique circumstance. As learning English is a lot of fundamental for understudies at all degrees
of training accordingly just understudies of auxiliary level are engaged who are dealing with
various issues a lot in second language learning at the absolute starting point level and to
discover how unique perceptual acquiring styles impact language capability abilities of ELLs.
This investigation is led on understudies of locale Bahawalnagar from private just as government
area at auxiliary level, so understudies of grade ninth and tenth of all schools of region
Bahawalnagr were taken as the number of inhabitants in this examination.
Table 3.1: Total schools, enrolment and teachers in district Bahawalnagar
Level Enrolment Teachers
Level Male Female Male Female Male Female

Schools Schools Students Students Teachers Teachers
H. Sec 7 10 11080 5521 284 284
High 103 85 63353 30802 2048 1451
Elementary 147 221 36094 39962 1267 2284
Primary 756 856 88482 75916 2033 2622
Mosque 147 1 5198 1799 205 34

Schools
Total 1160 1173 204207 154000 5837 6675
Source: PMIU & School education department official websites

(http://schoolportal.punjab.gov.pk/schoolinfoNew.asp)
Population Framework
100%
80%
60%
40%
20%
0%
Male Schools Female Male Students Female Male Teachers Female
Schools Students Teachers
Enrolment Teachers
H. Sec High Elementary

Primary Mosque Schools Total
Table 3.1 indicates the schools and students statistics in district Bahawalnagar in year 2016. Data
tells that female schools in district Bahawalnagar were more in number than male schools
whereas number of female teachers was also higher than male teachers. However, the total
enrolment of all schools indicates that number of female students was lower than male students.
Table 3.2: Number of High schools in district Bahawalnagar
High Schools in district Male Female Male Female Total
Bahawalnagar (Govt) (Govt) (Private) (Private)
Tehsil Bahawalnagar 30 16 58 37 141
Tehsil Chishtian 25 27 21 19 92
Tehsil Haroon Abad 21 23 32 36 112
Tehsil Minchan Abad 12 7 18 14 51
Tehsil Fort Abbas 16 12 9 7 44
Source: PMIU & School education department official websites

(http://schoolportal.punjab.gov.pk/schoolinfoNew.asp)
High Schools in District Bahawalnagar

100%
80% Tehsil Fort Abbas
Tehsil Minchan Abad
60%
Tehsil Haroon Abad
40% Tehsil Chishtian
20% Tehsil Bahawalnagar
0%
Male Female
(Govt) Male
(Govt) (Private) Female
(Private) Total
3.2.1The eligibility criteria for Sample selection

It indicates the attributes of the populace that can be remembered for this exploration and the
members should have a place with the organizations present in locale Bahawalnagar and learning
at optional level. Populace of this examination was delimited to the understudies and instructors
of tehsil Bahawalnagar just concentrating in secondary schools at govt. furthermore, private
levels. To the extent the quantity of secondary schools is concerned, table 3.2 and resulting chart
show male and female schools of five tehsils of region Bahawalnagar. Information shows that
tehsil Bahawalnagar included higher number of schools in complete where as tehsil Fort Abbas
had least number of male and female secondary schools. Tehsil Chishtian and HaroonAbad had
nearly more female schools than their partner male schools in same tehsil.
3.3 SAMPLE OF THE STUDY

Test is least portrayal of populace that comprises of units. It is absurd to expect to get
information from entire populace so it is partitioned into little address capable units that is
exceptionally useful in assortment of information and gives a decent comprehension of the raised
issue. In this examination additionally, it was ensured that example chose ought to be agent to
the entire populace of the investigation.
3.3.1 Sample Technique

Multi stage inspecting strategy was utilized in this examination. This technique is utilized to
accumulate information from explicit division which isn't nearly comparative with the size of
that stratum.It is a sort of arbitrary testing that implies the populace size of male and female in
the organization might be change however in example size they are taken in same size. In this
investigation the two sexes young men and young ladies are seen from both Private and Govt.
areas where the strength of young ladies are more prominent in number instead of young men
however the scientist led this examination on equivalent proportion of young men and young
ladies of auxiliary level.
3.3.2 Sample Size

Sample size consisted of 160 students in total. 80 students were selected from govt. schools with
equal number of male and female participants. Similarly, 80 students were selected from the
private sector schools located in tehsil Bahawalnagar only.
Table 3.3 Sample Size
Students Male Female Total
Govt. 40 40 80
Private 40 40 80
Total 80 80 160
Sample Size
350
300 Total
250 Private
200 Govt.
150
100
50
0
Male Female Total
3.3 DATA COLLECTION TOOLS

Information assortment instruments help in social affair information from the chose test and
afterward sum it up over the entire populace system. Two information assortment instruments
were chosen for this particular examination. One was poll while second chosen apparatus was
test. The poll was utilized to distinguish the language learning styles of ESL students, while test
was directed to check their capability recorded as a hard copy and talking abilities.
3.3.1 Questionnaire
Questionnaire is a technique for taking self-report from members through self-organizations as it
gives a high solid and legitimate outcome. To find solutions in assortment and to realize different
learning styles took on by students, poll was utilized to gather information from the respondents.
The things of the survey were chosen from two unique standard test batteries because of two
reasons. The principal source was the VAK model of Swinburne college and the other source
was PLSPQ stock of Reid (1987). VAK model evaluates learning styles by asking routine life
inquiries while PLSPQ incorporates questions related with language learning and language use.
There had been persistent analysis on the legitimacy and precision of distinguishing most
prevailing taking in styles from different procedures. People express various convictions and
encounters towards specific perspectives in formal and easygoing life. Because of this
explanation, things were added to hear their thoughts about their own, proficient and scholarly
life. Besides, language learning styles have numerous ideal models with alternate points of view
on tangible and perceptual areas. The current examination has researched three perceptual
learning styles of the students including visual students, hear-able students and sensation
students and thusly discovering their effect of composing and talking capability abilities.
Questionnaire is planned on 45 things that are partitioned in two significant areas named Section
An and Section B. Segment An included 30 numerous decision question based things with 5
decisions given under every articulation. The motivation behind these inquiries was to recognize
which predominant characteristic students gain among visual, hear-able or sensation perceptual
styles. Decision 4 and 5 arrangements with different sorts of learning styles utilized by students
including material, ecological or character learning styles. Area B comprises of 15 things with 5
point likert scale.
3.3.2 Scale Definition
A device that is utilized to discover factors by which people are segregated is called scale. In this
examination, as two devices are taken so two distinct scales are taken to assess the score or
rankings among various factors. For poll 3-point scale and 5-point Likert scale is utilized and for
Test of useful abilities including talking and composing IELTS scoring band is taken on to check
the information. Likert scale is utilized to notice various conclusions by the person. It involves
various scales gazing from unequivocally differ to emphatically concur that makes simple to
evaluate the appropriate response of the individual.In poll, there are 45 inquiries that are gathered
with various sorts and individual makes positioning through 3-point and 5-point Likert scale to
communicate his/her sincere belief which features the issues looked by him/her.
3.4 Test as data collection instrument

This examination has liked to utilize essential source somewhat supported on test moreover. Test
is utilized to quantify character, fitness, accomplishment and execution. The test wasbased on the
starting degree of ILETS test which is utilized to check current capability on English. ILETS is
worldwide English language Testing framework that is utilized to assess the student current
information. Here the scientist centers around useful abilities just that remember talking and
composing test for general premise. Talking test is intended to check various perspectives
included precision and familiarity of students and composing test is utilized to check the degree
of design and jargon of the students. These tests are utilized to assess correspondence capacity
and information on English. This is a worldwide test to check language abilities of an individual
however this investigation will help just to check useful abilities included talking and perusing.
It is arranged into two kinds: one is IELTS general and other is IELTS scholarly. The two tests
have same rules and example however the substance is changed as their level. Scholarly is
explicitly taken for scholastic purposes implies assuming somebody needs to travel to another
country for additional examination, he should clear IELTS scholarly test yet General Test is
intended for general purposes. Here the specialist has utilized General preparing test from the
ESL to check their capability level in useful abilities as it were. Composing Task and talking test
both are required around the same time, without any breaks.
3.5 RESEARCH PROCEDURE

Dynamic support of chosen 80 guys and 80 females is seen to gather information on
essential source. Test dependent on design on IELTS is handled right off the bat to assess
the current information on English as Second language. It is scored on a similar example
of ILETS test comprises of 9-band scoring which is additionally ordered into Fluency and
Accuracy. Then, at that point, poll dependent on LSI was given to members. This test has
rating scale from unequivocally differ to emphatically concur. So the members are
approached to stamp the appropriate response purposefully and interestedly. In the wake
of gathering information by applying all information instruments, measurable report was
arranged dependent on connection to examine it precisely.
3.6 DATA ANALYSIS

Data obtained from tests and questionnaires had been analyzed through descriptive statistics
measurements. Pearson method of correlation was used to find out the relationship of different
learning styles with writing and speaking scores of the learners.
3.7 DELIMITATION OF STUDY

1. First delimitation of this examination is that it is simply relevant to those
students who are considering English as a second language in auxiliary schools of tehsil
Bahawalnagar.
2. Second is that singular qualities of the students with the exception of sexual
orientation, are not considering, while at the same time investigating learning styles of
students.
3. Third, quantitative procedures (survey and test) are utilized for gathering
information. Subjective procedures like meeting and perception are not utilized in this
exploration.
3.8 LIMITATIONS OF RESEARCH

1. Only 3 perceptual learning styles for example visual, hear-able and sensation have been
examined, explored and deciphered in the exploration edge of the investigation.
2. The examination researched the relationship of perceptual learning styles of the students
as it were. However other learning styles of the ESL students were additionally found during
information examination of survey, yet their exhibition was not corresponded with composing
and talking capability. Just perceptual learning styles inclinations were the center point in the
examination.
CHAPTER FOUR
4 DATA ANALYSIS
After research method gathered information was dissected by applying Pearson's connection
coefficient to discover the relationship of perceptual learning styles with learning of English as a
subsequent language. To discover distinctive learning capability levels among government and
private understudies just as among male and female understudies' connection coefficient is
applied. Here are the outcomes taken from took on variant of LSI survey and test to check their
talking and composing capability levels as it were. The information has been connected
dependent on the utilization of perceptual learning styles in examination with different kinds of
learning styles students take on. Perceptual learning styles incorporate visual, sensation and hear-
able students.
4.1 CORRELATION BETWEEN LSI AND STUDENTS SCORES OF

GOVT. INSTITUTIONS
As information is gathered from both government and private to discover effect of inspiration
either inborn or outward on realizing whether it is viable or no and how mentality plays a
significant job in learning system. Here is the portrayal of gathered information from government
area of both male and female understudies.
4.1.1 Correlation between LSI and Writing Scores of Male students of Govt. institutions:
Normalized IELTS test dependent on broad undertaking is given to check structure arrangement
and jargon of English language and the measures set to take the scoring depended on IELTS test
for general tasks.It was a factious composing task just as jargon based MCQs questions.Here is
the consequence of composing scores of male understudies of government areas.
Table 4.1 LSI Correlation with writing scores of Govt. Male students
LSI Correlation with writing scores of Govt. Male students
LSI score Govt. Male
Pearson correlation 1 .379
Significance .016
N 40 40
*Correlation is significant at the 0.05 level (2-tailed)
LSI Correlation with writing scores of Govt.

Male students
100%
80%
60%
40%
20%
0%
Pearson correlation Significance N
Graph 4.1 LSI Correlation with writing scores of Govt. Male students
Information is demonstrated in the table and resulting diagram addresses the relationship of LSI
survey score of govt. male understudies and their grade to check composing capability abilities.
The Pearson relationship of test was found 0.379 with importance estimation of 0.016. It
represents that there is positive relationship between's the perceptual learning styles of male
understudies with their composing capability abilities.
4.1.2 Correlation between LSI and Writing Scores of Female students of Govt.
institutions
Correlation between LSI and Writing Scores of Female students of Govt. institutions is given as
under:
Table 4.2 LSI Correlation with writing scores of Govt. Female students
LSI Correlation with writing scores of Govt. Female students
LSI score Govt. Female
Pearson correlation 1 -.293
Significance .067
N 40 40
Perceptual Learning Style Correlation with

writing scores of Govt. Female students
100%
80%
60%
40%
20%
0%
Graph 4.2 LSI Correlation with writing scores of Govt. Female students
Information displayed in the table and ensuing diagram addresses the relationship of LSI survey
score of govt. female understudies and their grade to check composing capability abilities. The
Pearson relationship of test was found - .293 with importance estimation of .067. It represents
that there is powerless relationship between's the perceptual learning styles of female
understudies with their composing capability abilities. Adverse result shows female understudies
of government areas embrace such sorts of perceptual learning styles that don't help them in
expanding their composing abilities.
.4.2 CORRELATION BETWEEN LSI AND STUDENTS SCORES OF

PRIVATE INSTITUTIONS
4.2.1 Correlation between LSI and Writing Scores of Male students of Private institutions
Normalized IELTS test dependent on broad undertaking is givento checkstructure development
and jargon of English language and the measures set to take the scoring depended on IELTS test
for general tasks.It was a pugnacious composing task that finished in 15-20 mints.Here is the
consequence of composing scores of male understudies of private areas.
LSI Correlation with writing scores of Private Male students
LSI score Private male
Significance .385
N 40 40
Table 4.5 LSI Correlation with writing scores of Private Male students

writing scores of Private Male students
100%
80%
60%
40%
20%
0%
Graph 4.5 LSI Correlation with writing scores of Private Male students
Data specified in the table and subsequent graph represents the relationship of LSI questionnaire
score of Private students and their test score to check writing proficiency skills. The Pearson
correlation of test was found 0.141 with significance measurement of 0.385. It symbolizes that
there is positive correlation between the perceptual learning styles of male students with their
writing proficiency skills.
4.2.2 Correlation between LSI and Writing Scores of Female students of

Private institutions:
Standardized IELTS test based on general task is givento checkstructure formation and
vocabulary of English language and the criteria set to take the scoring was based on IELTS test
for general tasks.It was an argumentative writing task that completed in 15-20 mints.Here is the
result of writing scores of female students of Private sector
LSI Correlation with writing scores of Private Female students
LSI score Private Female
Significance .130
N 40 40
Table 4.6 LSI Correlation with writing scores of Private Female students
Perceptual Learning Style Correlation with speak-

ing scores of Private Female students
100%
80%
60%
40%
20%
0%
Graph 4.6 LSI Correlation with writing scores of Private Female students
Data is itemized in the table and subsequent graph represents the relationship of LSI
questionnaire score of private students and their test score to check writing proficiency skills.
The Pearson correlation of test was found 0.244 with significance measurement of 0.13. It
symbolizes that there is positive correlation between the perceptual learning styles of female
students of private sectors with their writing proficiency skills.
.4.3 CORRELATION BETWEEN LSI AND MALE STUDENT’S SCORES OF GOVT.
AND PRIVATE INSTITUTIONS:
As data is collected from both sectors included government and private sectors, after calculating
the scores of male of government and private sectors, now it is further compared with male
students only of both sectors to check their proficiency level on speaking and writing skills.
4.3.1 Correlation between LSI and Writing Scores of Male students of Govt. And Private
institutions:
Table 4.9 LSI Correlation with writing scores of overall Male student s
LSI Correlation with Writing scores of overall Male students

Private Male Govt. Male LSI score
Pearson .145 .058 1

correlation
Significance .372 .721
N 40 40 40
Perceptual Learning Style Correlation

with Writing scores of overall Male
students
100%
80%
60%
40%
20%
0%
Graph 4.9 LSI Correlation with writing scores of overall Male students
Standardized IELTS test subject to wide endeavor is givento checkstructure advancement and
language of English language and the actions set to take the scoring relied upon IELTS test for
general tasks.It was an antagonistic making task that completed in 15-20 mints.Here is the result
of making scores out of male understudies of private regions.
4.3.2 Correlation between LSI and Writing Scores of Female of Govt. And Private
Institutions:
the scores of male of government and private sectors, now it is further compared with female
students only of both sectors to check their proficiency level on speaking and writing skills .
Table 4.10 LSI Correlation with writing scores of overall Female students
LSI Correlation with Writing scores of overall Female students
Private Female Govt. Female LSI Score
Pearson correlation .179 -.228 1
N 40 40 40

Writing scores of overall Female students
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Graph 4.10 LSI Correlation with writing scores of overall Female students
Data is imparted in the table and coming about diagram tends to the relationship of LSI survey
score of govt. female understudies and private female understudies to check forming capacity
capacities. The Pearson association of test was found for government regions is - 0.228 and
private regions is 0.179 with significance assessment of government female regions 0.157 and
private female regions 0.268.
It addresses that there is fragile association between's the perceptual learning styles of
government female understudies with their creating capacity capacities anyway certain
connection between's private female understudies. Understudies in female govt. schools take on
some various types of learning style. At any rate data shows that their perceptual learning styles
don't work with creating capacity capacities among the to uncommon degree. On the contrary
side, the situation was discovered backwards among private understudies..
4.4 CORRELATION BETWEEN LSI AND STUDENTS SCORES OF

GOVT. INSTITUTIONS:
the scores of male and female students of government and private sectors, now it is further
compared with maleand female students of both sectors to check their proficiency level on
writing skills.
4.4.1 Correlation between LSI and writing Scores of Male and Female students of
Govt.Institutions:
Table 4.13 LSI Correlation with Writing scores of Govt. students
LSI Correlation with Writing scores of Govt. students
Govt. Female Govt. Male LSI score
Pearson correlation -.293 .010 1
N 40 40 40

Writing scores of Govt. students
100%
80%
60%
40%
20%
0%
Graph 4.13 LSI Correlation with writing scores of Govt. students
Data is expressed in the table and subsequent graph represents the relationship of LSI
questionnaire score of govt. students both male and female and their test score to check writing
proficiency skills. The Pearson correlation of test was found on male 0.01 and female -0.293
with significance measurement of male 0.951 and female 0.066. It symbolizes that there is
positive correlation between the perceptual learning styles of male students with their writing
proficiency skills whereas a weak correlation of perceptual learning styles of female students of
government sector.
4.4.2 Correlation between LSI and writing Scores of Male and Female students of
Private Institutions:
Table 4.15 LSI Correlation with Writing scores of Private students
LSI Correlation with Writing scores of Private students
Private female Private male LSI Score
Pearson correlation .059 .341 1
N 40 40 40
Graph 4.15 LSI Correlation with writing scores of Private students
Perceptual Learning Style Correlation

with Writing scores of Private students
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Correlation is significant at the 0.05 level (2-tailed)

Information shows in the table and ensuing chart addresses the relationship of LSI survey score
of private understudies and their grade to check composing capability abilities. The Pearson
connection of test was found on male understudies 0.341 and on female understudies 0.059 with
importance estimation of 0.031 on male and 0.716 on female. It represents that there is positive
connection between's the perceptual learning styles of male and female understudies of private
area with their composing capability abilities.
4.5 OVERALL LEARNING STYLES USED BY THE LEARNERS

In this section overall comparative analysis of ESL learners’ learning styles have been discussed
and compared at gender and category level.
4.5.1 Analysis of the comparison of perceptual learning styles with other styles
The data required in questionnaire indicated perceptual learning styles learners as one category
and using other types of sensory learning styles and environmental learning styles as separate
category.
Table 4.17 Comparison of perceptual learning styles with other styles
Students Perceptual Other Learning No Learning Style

Learning Styles
Styles
Male 26 11 3
Govt.
Female 23 10 7
Govt.
Male 25 11 4
Private
Female 31 7 2
Private
Total 105 39 16
Comparison of Learning Styles

Total
100% Female Private
80% Male Private
60% Female Govt.
40% Male Govt.
20%
0%
Perceptual Learn- Other Learning No Learning Style
ing Styles Styles
Information introduced in table 4.18 exhibits that 105 students were discovered utilizing
perceptual learning styles all the more predominantly out of the complete populace size of 160
members. 39 respondents utilized different sorts of learning styles all the more predominantly
though 16 students reacted as they don't utilize or less routinely utilize any kind of learning
styles during acquiring talking and composing abilities. Female understudies from non-public
schools all the more overwhelmingly utilized perceptual learning styles with recurrence of 31 out
of 40 example size. Then again comparative sex was discovered les much of the time utilizing
perceptual learning styles when the information was contrasted and female schools at govt.
area.4.5.2 By and large investigation of the examination of perceptual learning
styles with different styles
Perceptual learning styles examined in this examination were visual styles, sensation styles and
hear-able styles. The data acquired in regards to individual perceptual learning styles is given as
under:
Table 4.18 Overall comparisons of perceptual learning styles with other styles
Students Visual Auditory Kinestheti Other No

c Learning Learning
Styles Style
Male Govt. 15 4 7 11 3
Female Govt. 8 9 6 10 7
Male Private 10 4 11 11 4
Female Private 18 5 8 7 2
Total 41 22 32 39 16
Comparison of Visual Auditory and

Kinesthetic Learners
41 39
Male Govt. Female Govt. Male32
Private Female Private Total
22
15 1018 16
8 4945 7 6118 1110117 3742
Information displayed in table 4.18 and resulting diagram express that greater part of the students
at optional level were visual students with most elevated recurrence of 18 students from private
female schools. Then again, the number was tracked down the most un-in govt. area female
schools as contrasted and other three segments. Information shows a critical variety in the
prevailing styles of female students utilized in govt. what's more, non-public schools. Where
female understudies were less much of the time utilizing perceptual learning styles in govt. area,
they were discovered most utilizing perceptual styles at private
CHAPTER FIVE
FINDINGS, IMPLICATIONS AND CONCLUSIONS.
5.1 SUMMARY OF THE FINDINGS

The most objective and clear quality to help learning is just to spike the understudies towards
target. Understudies are incited characteristically and indirectly to utilize various kinds of
learning styles. Language learning styles and accomplishment in getting language limit limits are
between related with one another firmly. Various speculations propose various elements that are
astoundingly beneficial to vanquish the secretive blocks which are crucial driver in course of
SLA. Dornyei (1994) proposed a plan of his appraisal that depends upon three levels: Initial one
is language level, and some time later second is understudy's level and third and last one is level
of learning circumstance. As of late referred to three levels are straightforwardly related to
learning correspondence of second language, understudy of second language and last one
learning climate for second language. This mix of levels considers substitute perspectives on
language that are social assessment, singular assessment and last one is useful assessment.
This system is material as with the end goal that learning climate alluring modules are besides
mentioned into three fragments included course-express, instructor focused and coordinated
effort. Supportive parts are vital for assist with favoring language learning. As respected to
course plan, basic, fitting, assumption and satisfaction are secured. Identified with educator
focused, drive, authority and advancement based learning are three moving parts. Here the drive
or power recommends understudies require executing significantly more fantastic in doing the
relegated occupation just to charm the instructor. Second one, instructor's position surmises it is
up to teacher how he deals with his social affair by making understudy's work dynamic or held.
Advancement Put together learning depends concerning exhibit work, show and data. Third one
is composed exertion which depends upon the course of useful, giving prize, pack affiliation are
basic parts. This development is comparably a model for additional assessment in this field of
relationship of inspiration with ESL learning. Later on, different other inspiring segments are
added that contributed in L2 learning.
Disclosures show that 105 understudies were discovered utilizing perceptual learning styles
significantly more predominantly out of the full scale individuals size of 160 people. 39
respondents utilized different sorts of learning styles all of the more pervasively anyway 16
understudies reacted as they don't utilize or less consistently utilize any kind of learning styles
during ruling talking and shaping limits. Female understudies from instructive expense based
schools significantly more prevalently utilized perceptual learning styles with rehash of 31 out of
40 model size. Then again relative sexual bearing was found less as often as possible utilizing
perceptual learning styles when the information was separated and female schools at govt.
region. Data further imparts that larger piece of the understudies at discretionary level were
visual understudies with most raised repeat of 18 understudies from private female schools. On
the other hand, the number was found the most un-in govt. region female schools as
differentiated and other three portions. Data shows a basic assortment in the transcendent styles
of female understudies used in govt. moreover, educational cost based schools. Where female
understudies were less as frequently as conceivable using perceptual learning styles in govt.
region, they were found frequently using perceptual styles at private region. Data moreover
communicates that male understudies were identical in repeat in conveying and using your
sensation limits in both govt. likewise, private regions.
Revelations depict interesting scores of govt. understudies both male and female and their grade
to check forming capacity capacities. The Pearson association of test was found on male 0.01
and female - 0.293 with significance assessment of male 0.951 and female 0.066. It addresses
that there is positive association between's the perceptual learning styles of male understudies
with their forming capacity capacities however a fragile relationship of perceptual learning styles
of female understudies of government region. Basically when talking capacities were
differentiated and the perceptual learning styles used by understudies, the Pearson association of
test was found on government male - 0.16 and on female - 0.149 with significance assessment of
0.922 on male and 0.360 on female. It addresses that there is frail connection between's the
perceptual learning styles of male and female understudies with their talking capacity capacities.
Exactly when usage of perceptual learning styles perspective was associated with the making
capacity capacities out of private understudies, the Pearson relationship of test was found on
male understudies 0.341 and on female understudies 0.059 with significance assessment of 0.031
on male and 0.716 on female. It addresses that there is positive connection between's the
perceptual learning styles of male and female understudies of private region with their creating
capacity capacities. On the other hand, in light of everything, Pearson relationship of test is
found 0.449 on male and 0.133 on female with significance assessment of 0.004 on male and
0.412 on female. It addresses that there is positive association between's the perceptual learning
styles of male understudies with their talking capacity capacities
5.2 Student’s obligation towards writing skills

To improve writing skill one must have command on following parts that are essential for
writing. Here are different challenges that should be taken by learner if he wants to progress in
academic writing.
1. Work on vocabulary
2. To be accurate in Grammar
3. Orthography accuracy
Same as in the case of speaking skill vocabulary is basic requirement if someone wants to learn
second language. Vocabulary can be increased by using dictionary. Difficult and new words
must be memorized with day to day. External encouragement is necessary in this regard. .
Learner interest is the subject matter. Positive attitude towards a particular task bring positive
outcome. This attitude can be stimulated by emotional connections with external factors which is
very helpful in accomplishment of any task. Wentzel (2002) states that sense of responsibility is
more important than learners interest towards task. Whereas Maslow (1954) sense of
belongingness is important that lead towards self-actualization or self-fulfillment. Primary needs
are the physiological needs such as thirst or hunger. Second is motive.it directly refers the
word’motive’means encourage someone towards a required goal.Target goal helps someone to
manage his actions, this is known as need state. Behavior is dependent on both intrinsic and
extrinsic goals. Inducement refers to the goal objects which satisfy the needs
5.3 Translation OF Exploration QUESTIONS
The exploration questions brought up in section one have been talked about and
deciphered in the light of discoveries.
5.3.1 What is the connection between various perceptual learning styles and
English language learning of ESL students considering English in optional
schools in Bahawalnagar region?
It is examined that the use of perceptual learning styles is strongly between

associated with each other that clearly sway on the results of learning tasks. Data
was accumulated to check oral ability mastery by venturing through an oral test.
This Test was taken from a state controlled preliminary of IELTS as it is an overall
seen test to check the talking ability of English as second language. Suitable time
was given and a standard was set on the IELTS score band. It is seen that
understudies are outstandingly low in oral-capacity. It is furthermore seen that
there is enormous difference of oral capacity capacities of ELLs at govt.
furthermore, private level. Female understudies who perceptual learning tendencies
are better English language speakers in govt. schools anyway by somehow
defenseless speakers in govt. schools. Male understudies show different results.
Usage of perceptual learning styles by folks is quite related with forming and
talking capacities. ELLs should utilize authentic freedom to take suitable
confirmation of required language by listening content in kind of sounds, accounts
or stories to overhaul his language, to comprehend development of that language.
5.3.2 How the hear-able, visual and sensation students perform distinctively in
getting language capability abilities when contrasted with the students
utilizing different styles or no learning styles?
The examination researched the presentation of the students who are more prevailing in visual
hear-able or sensation inclinations. Nonetheless, during information got from arbitrary example,
numerous students were discovered utilizing different kinds of learning styles all the more
overwhelmingly when contrasted with the perceptual learning styles.
5.3.3 How different perceptual learning styles affect speaking and writing skill of
the learners at secondary level?
Composing task is identified with an envisioned individual or crowd to whom one is convey in a
specific circumstance when contrasted with talking abilities that request an explicitness, dynamic
mindedness and psychological connection to react. Composing task requires full order in
underlying exactness that might require some investment.
5.4 CONCLUSION
Dynamic help of picked 20 male and 20 females apparently gathers data on fundamental source.
Test reliant upon plan on IELTS is taken care of first thing to evaluate the current data on
English as Second language. It is scored on a comparative illustration of ILETS test contains 9-
band scoring which is also requested into Fluency and Accuracy. Then, survey reliant upon LSI
was given to individuals. This test has rating scale from unequivocally contrast to earnestly
agree. So the individuals are drawn nearer to stamp the proper reaction intentionally and
interestedly. In the wake of social event data by applying all data instruments, quantifiable report
was orchestrated ward on association with inspect it decisively.
5.5 IMPLICATION OF RESEARCH

The main factor that advances learning in a productive manner is the persuasive power either
remotely or inside. As per Wentzel (1998) and Daniels and Arapostathis (2005) parental positive
help is straightforwardly impacted on scholastic execution of the student. The examination might
demonstrate helpful for the students at govt. what's more, private area to utilize perceptual
learning styles which would thus works with their language mastering abilities. The
consequences of the investigation are extremely useful for instructors also utilize such language
learning procedures which guide students to utilize an assortment of styles for creating language
capability abilities. To wrap things up, the conversations and discoveries work with the need to
amend educational practices at govt. establishments.
5.6 Proposals
(a) The examination recommends utilizing language learning styles as a feature of
educational plan to show understudies the compelling utilization of them inside and
outside study hall.
(b) The current examination researched the job and relationship of perceptual learning styles
as it were. Further examination should be possible on doing likewise with tangible
learning styles, ecological learning styles or intellectual learning styles. Also, the
discoveries of this investigation can be summed up for future exploration at graduate and
post alumni level.
(c) It is additionally prescribed to the ESL students to get information and abilities to upgrade
their language inclinations and utilize different sorts of styles also to acquire diverse language
abilities.
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(1985) Learning strategy applications with students of English as a second language.
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QUESTIONNAIRE FOR STUDENTS

Dear Student,
I am working on BS ENGLISH thesis tiled “The Study of Perceptual Language Learning
Styles and their impact upon Writing skills of ESL Learners at Secondary Level”.I am
desirous to gather data in order to complete this research. The information and data collected
from you will be used for this research only and will be kept anonymous and confidential at
every stage. If you do not want to become part of this research, please return the questionnaire
without writing anything on it. I am thankful to you for your kind cooperation.
Regards
Name: ----------------------------- Gender: Male Female
Residence: Rural Urban
Section A
Circle or tick the answer that most represents how you generally behave.
1. At the point when I work new gear I for the part:
a) read the directions first
b) pay attention to a clarification from somebody who has utilized it previously
c) feel free to have a go, I can sort it out as I use it
d) some other system/style is utilized
e) I don't do anything
2. At the point when I need bearings for voyaging I ordinarily:
a) take a gander at a guide
b) request spoken bearings
c) follow my nose and perhaps utilize a compass
3. At the point when I cook another dish, I like to:
a) follow a composed formula
b) call a companion for a clarification
c) follow my senses, testing as I cook
d) some other methodology/style is utilized
4. In case I'm showing somebody something new, I tend to:
a) record guidelines for them
b) give them a verbal clarification
c) show first and afterward let them have a go
d) some other procedure/style is utilized
5. I will in general say:
a) observe how I do it
b) pay attention to me clarify
c) you have a go
6. During my extra energy I most appreciate:
a) going to exhibition halls and displays
b) paying attention to music and conversing with my companions
c) playing sport or doing Do-It-Yourself
d) some other technique/style is utilized
7. At the point when I go out to shop for garments, I tend to:
a) envision what they would resemble on
b) talk about them with the shop staff
c) give them a shot and test them out
8. At the point when I'm picking an occasion I ordinarily:
a) read bunches of handouts
b) pay attention to suggestions from companions
c) envision what it resembles to be there
9. In case I was purchasing another vehicle, I would:
a) read surveys in papers and magazines
b) talk about what I need with my companions
c) test-drive bunches of various kinds
10. At the point when I'm mastering another ability, I'm generally agreeable:
a) watching what the instructor is doing
b) talking through with the educator precisely what I should do
c) checking it out myself and work it out as I go
11. In case I'm picking food off a menu, I tend to:
a) envision what the food will resemble
b) talk through the alternatives in my mind or with my accomplice
c) envision what the food will possess a flavor like
12. At the point when I pay attention to a band, I can't help:
a) watching the musicians and others in the crowd
b) paying attention to the verses and the beats
c) moving on schedule with the music
e) I do nothing
13. At the point when I concentrate, I frequently:
a) attention on the words or the photos before me
b) examine the issue and the potential arrangements in my mind
c) move around a great deal, mess with pens and pencils and contact things
14. I pick family decorations since I like:
a) their tones and what they look like
b) the portrayals the sales reps give me
c) their surfaces and what it seems like to contact them
15. My first memory is of:
a) taking a gander at something
b) being addressed
c) accomplishing something
16. At the point when I'm restless, I:
a) envision the most pessimistic scenario situations
b) talk over in my mind what stresses me most
c) can't stand by, fiddle and movearound continually
17. I feel particularly associated with others due to:
a) what they look like
b) what they say to me
c) how they affect me
18. At the point when I need to reconsider for a test, I by and large:
a) compose loads of update notes and graphs
b) talk over my notes, alone or with others
c) envision making the development or making the recipe
19. In case I'm disclosing to somebody I tend to:
a) show them what I mean
b) disclose to them in various ways until they comprehend
c) urge them to attempt to talk themthrough my thought as they do it
20. I truly love:
a) watching films, photography, taking a gander at workmanship or people observing
b) paying attention to music, the radio or conversing with companions
c) participating in brandishing exercises, eating fine food varieties and wines or moving
d) some other thing
e) nothing
21. A large portion of my spare energy is spent:
a) staring at the TV
b) conversing with companions
c) doing active work or making things
22. At the point when I first contact a renewel individual, I normally:
a) mastermind an up close and personal gathering
b) converse with them on the phone
c) attempt to get together while accomplishing something different, like a movement or a feast
d) something different
23. I first notification how individuals:
a) look and dress
b) sound and talk
c) stand and move
24. In case I'm furious, I tend to:
a) continue to replay to me whatit is that has vexed me
b) speak more loudly and tell individuals how I feel
c) stamp about, hammer entryways and actually exhibit my resentment
25. I think that its most effortless to recollect:
a) faces
b) names
c) things I have done
26. I feel that you can tell in case somebody is lying if:
a) they try not to take a gander at you
b) their voices changes
c) they give me distinct inclinations
27. At the point when I meet an old companion:
a) I say "it's incredible to see you!"
b) I say "it's incredible tohear from you!"
c) I give them an embrace or a handshake
28. I recollect things best by:
a) composing notes or keeping printed subtleties
b) saying them so anyone might hear or rehashing words and central issues in my mind
c) doing and rehearsing the movement or envisioning it being finished
29. In the event that I need to whine about flawed products, I'm generally agreeable:
a) composing a letter
b) grumbling to the head
c) figuring out things without anyone else
30. I will in general say:
a) I understand
b) I hear what you are saying
c) I know how you feel
e) I do noth
Section B
Directions: If it's not too much trouble, react to every assertion rapidly and uninhibitedly, without a lot of thought.
Your answers should show your viewpoint and demeanor pretty much completely asked articulations. Do whatever
it takes not to change your reactions after you pick them. If it's not too much trouble, utilize a pen to stamp your
choices.Read every assertion cautiously and react as these assertions apply to your investigation of English. In case
you are firmly concur, mark:
SA A U D SD
Strongly agree Agree Undecided Disagree Strongly Disagree
X
No Questions S.A A N D S.D
1. I learn better by listening what the educator composes on the

blackboard.
2. At the point when I compose directions, I recollect them better.
3. I see better when I compose directions.
4. I learn more by reading textbooks than by listening to a lecture.
5. I learn better by writing than listening to someone.
6 When the teacher tells me the instructions, I understand better.
7 At the point when somebody discloses to me how to accomplish

something in class, I learn it better.
8 I recollect things I have learned in class better compared to things I

have perused.
9 I learn better in field when the teacher gives a lecture.
10 I learn better in class when I listen to someone.
11 I understand things better in class when I participate in role-playing.
12 When I do experiments on thing, I learn better.
13 I learn best in class when I participate in related activities.
14 I prefer to write by doing something in class.
15 I enjoy learning and writing in class by doing experiments.

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The Islamia Univerisity Bahawalpur

THE Investigation OF PERCEPTUAL LANGUAGE LEARNING STYLES AND THEIR

The Islamia Univerisity Bahawalpur

THE ISLAMIA UNIVERISITY BAHAWALUR

A dissertation submitted to Linguistics Department in partial fulfillment of the requirements

The Islamia Univerisity Bahawalpur

RESEARCH COMPLETION CERTIFICATE

(SIR SHAHID NAWAZ)

4.3 CORRELATION BETWEEN LSI & STUDENTS SCORUSE OF

1.2 BACKGROUND OF STUDY

1.3 Explanation OF Issue

1.4 RESEARCH QUESTIONS

1.6 SIGNIFICANCE OF STUDY

1.7 RESEARCH METHODOLOGY

1.8 ORGANIZATION OF STUDY

2.1. THE CONCEPTUAL FRAMEWORK OF LANGUAGE

2.1.2 Language Learning

2.1.3 Psycholinguistics and language learning

2.1.4 Behaviorism and Language Learning

2.1.5 Mentalist theory of Language learning

2.2 LANGUAGE PROFICIENCY SKILLS

2.2.1 Listening Skills

2.2.2 Writing Skills

2.3 FACTORS INFLUENCING LANGUAGE LEARNIN

2.4 LANGUAGE LEARNING STYLES

2.4.1 Basics of Learning Styles

Reid (1995) proposed two significant theories about learning styles.

2.4.3 Gardener Multiple intelligence theory

2.5 Models of learning styles

Kolb's experiential learning Styles modular

Kolb's (1984) experiential learning model describes Learning style as "summarized

(1) 1-a four stage example of learning and

2.5.2.1 Cognitive learning styles

2.5.2.2 Sensory learning style

2.5.3 Fleming’s VARK Model

2.6 Different learning modes

3.1 RESEARCH DESIGN

Level Male Female Male Female Male Female

H. Sec 7 10 11080 5521 284 284

High 103 85 63353 30802 2048 1451

Elementary 147 221 36094 39962 1267 2284

Primary 756 856 88482 75916 2033 2622

Mosque 147 1 5198 1799 205 34

Total 1160 1173 204207 154000 5837 6675

Source: PMIU & School education department official websites

H. Sec High Elementary

Tehsil Bahawalnagar 30 16 58 37 141

Tehsil Haroon Abad 21 23 32 36 112

Tehsil Minchan Abad 12 7 18 14 51

Tehsil Fort Abbas 16 12 9 7 44

Source: PMIU & School education department official websites

High Schools in District Bahawalnagar

3.2.1The eligibility criteria for Sample selection

3.3 SAMPLE OF THE STUDY

3.3.1 Sample Technique

3.3.2 Sample Size

Students Male Female Total

3.3 DATA COLLECTION TOOLS

3.4 Test as data collection instrument

3.5 RESEARCH PROCEDURE

3.6 DATA ANALYSIS

3.7 DELIMITATION OF STUDY