Self-efficacy for Learning vs ILS Results in a group of English Learning Bachelor Students

AbstractThe main purpose of this paper is to investigate the relationship between learning style preferences and self-efficacy for learning in a group of bachelor students of Tourism Management at the University of Hradec Kralove. This study assessed if the specific learning style preferences of the university students, who took part in the research within lessons of professional English language, were associated with their self-efficacy for learning. The present study was applied in the winter semester of the 2013-14 academic year among first and third year students. The data collection tool includes Felder ́s Index of learning style (ILS) and a research-made questionnaire of English lesson self-efficacy of students. Our results not only showed that there was a significant positive relationship between all of the learning style preferences with academic English lesson self-efficacy of students, but they also provided a good foundation for English language teachers from the Department of Applied Linguistics to design a teaching approach that would address the learning needs of all students