Exploring Perceptual Learning Styles and Vocabulary Retention among Libyan EFL Students at Derna University

Abstract

The study examined the effectiveness of cognitive learning methods in facilitating learning and memorizing English vocabulary. The study was based on the experimental approach. This study was conducted on 30 Libyan students from the University of Derna in Libya. They were randomly divided into two groups: a control group and an experimental group. The tools used to collect data were: a pre-test to assess the students’ level and select the study sample, a post-test, and a cognitive learning methods questionnaire. The data was analyzed, and the results showed that there was no significant difference between the control and experimental groups, which indicates that teaching methods based on different learning styles did not significantly affect vocabulary memorization. The results of the post-test also showed that students with the interactive learning style achieved higher average grades than students with the visual and reading/written styles. However, the performance of students with the three learning styles was not statistically different.