The relationship between media and technology usage and learning styles in language learning

Abstract

This study examines the correlation between Iranian students’ learning styles and their media and technology use for language acquisition in Australian higher education. Understanding of how learners’ technology use aligns with their personal learning preferences can offer valuable insights for more effective pedagogical design. In this study, the Learning Style Survey (LSS) and the Media and Technology Usage and Attitudes Scale (MTUAS) were used in a quantitative survey to measure dominant learning styles and technology use frequency among 85 participants. The results revealed that approximately 75% of participants preferred visual learning, and the most frequently used tools for language learning were smartphones and text messaging. Correlation analysis revealed that there was a weak association between specific learning styles and particular technologies—for example, visual learners with television viewing and auditory learners with phone calls. These results suggest that, in multicultural contexts, designing Computer-Assisted Language Learning (CALL) environments should prioritize accessibility and prevailing digital habits rather than strict adherence to learning style alignment.