چکیده مقاله
Learning style is personal characteristics of students which determine their preferences in perceiving the environment, processing
information and communicating to their environment and reacting to it. Procrastination is defined as unnecessarily deferment of
an action that should be done or have priority or leaving it to the last minute. This study analyzes the interaction among learning
modalities, academic procrastination behaviors and academic achievements of the students participating in the Certificate
Program in English Language Teaching delivered in the Faculty of Educational Science, Ankara University during the academic
year 2008/09. It is found that there is no significant correlation between the academic achievement and academic procrastination,
and learning modalities and academic achievement of the students. It is also seen that there is a significant positive correlation of
.05 between learning modalities and academic procrastination behaviors of the students. This means that a course design based
on the learning modalities of the students may result in a decrease in academic procrastination behaviors of the students and
thereby an increase in the academic achievement.
Keywords: Academic procrastination; learning modalities; learning styles; academic achievement.