The Impact of Learning-Style and Task-Based Teaching of Language on Learners’ Achievement

Emad A.S. Abu-Ayyash, Mohammad Assaf


The purpose of this paper is to examine the relationship between learning-style and task-based teaching and
learning and students’ academic achievement in standard-based tests in English. The data were collected from two
public secondary schools in the emirate of Fujairah, the United Arab Emirates (UAE). A sample of purposefully
selected 54 Grade 10 students from both schools was surveyed with a VAK questionnaire. SPSS was used to
compare the mean of the two standard-based tests. The results show that there is a relationship between a learningstyle-
based, task-based learning (TBL) model and Madaras Al Ghad (Arabic translation for Schools of Future: MAG)
learners’ achievement in standard-based language tests. The theoretical implications of the findings are discussed
in this paper, together with recommendations pertaining to the significance of considering students’ learning styles
and task-based learning in the educational process. The significance of the present study rests on the fact that the
links between learning-style and TBL model and students’ academic achievement have been examined for the first
time in public secondary schools in the UAE and the Arabic context. The findings of this study will be of interest to
educators, policymakers as well as researchers.

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