Karthigeyan, K. & Nirmala, K. / Educationia Confab

ISSN: 2320-009X

Learning Style Preference of English Language Learners K. Karthigeyan * & Dr. K. Nirmala **

* University Research Fellow, Department of Education, Periyar University, Salem, Tamilnadu, India ** Professor and Head, Department of Education, Periyar University, Salem, Tamilnadu, India

Abstract In the present era one of the most important issues in the learner centered pedagogical setting is the learning approach of the students which includes the varied learning style preference of the individuals in any language learning. Learning styles are innate preferences of individuals as to how they prefer to go about the process of learning and it is one of the dominant factors which affect the academic success of students. The purpose of the present study is to identify the predominant learning style preference of English language learners in higher secondary schools with respect to demographic variables like gender, locality, nature of school board and class in which they are studying. The Perceptual Learning Style Preference Questionnaire (PLSPQ) developed by Joy Reid was adapted by the researcher and the reliability of the questionnaire was established. The questionnaire was administered to 582 students. The data were analyzed using descriptive and percentage analysis. Data analysis showed that the primary and secondary learning styles of the students were visual and auditory learning style. Key Words: Leaning Style, Leaning Style Preference, English Language Learners Introduction In the present era one of the most important issues in the learner centered pedagogical setting is the learning approach of the students which includes the varied learning style preference of the individuals in any language learning. In the process of learning a language particularly a second language, there are many factors including age, gender, motivation, intelligence, anxiety level, learning strategies and language learning styles that determine the academic success of learners (Sharp, 2004). Students learn in different ways - by seeing and hearing; reflecting and acting; reasoning logically and intuitively; memorizing and visualizing etc. The ways in which an individual characteristically acquires, retains, and retrieves information are collectively termed the individual’s learning style. Since the learning style is one of the predominant factors which influence the students’ success play a crucial role in the learning process, teachers and educators should not ignore the identification of their students learning styles. Hence the present Vol. 2, No. 1, January 2013

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Karthigeyan, K. & Nirmala, K. / Educationia Confab

ISSN: 2320-009X

investigation is intended to identify the learning style preference of higher secondary schools students in learning English. Learning Styles Models Researchers have constructed varied learning style models and instruments which assess individuals learning style. David Kolb’s Learning Style model categorizes four types of learners: divergers, assimilators, convergers and accommodators (Kolb, 1984). His instrument and approach focus primarily on adult learners. In this model the concept of experiential learning explores the cyclical pattern of all learning from experience through reflection and conceptualizing to action and on to further experience. Honey and Mumford classified four types of styles, based on the four stages of David Kolb’s learning cycle: activists, reflectors, theorists and pragmatists. The Gregorc model has two broad categories of learners namely concrete–abstract and sequential–random. Individuals may possibly have different combinations such as abstract–sequential, abstract–random, concrete–sequential, concrete– random (Gregorc, 1985). The Dunn and Dunn learning styles model (1989) focused on five domains (environmental, emotional, sociological, physiological and psychological) and 21 elements across those domains. Felder and Silverman’s (1988) model has four types of learning styles namely sensing-intuitive, visual-verbal, active-reflective, and sequential-global. Given (2002) has developed a comprehensive approach to learning styles by incorporating five learning systems based on the brain’s natural learning systems, which include emotional, social, cognitive, physical and reflective. Reid (1995) has developed learning style model based on how students learn best using their perceptions: visual, auditory, kinesthetic and tactile preferences and also two social aspects of learning: group and individual preferences. In the present investigation the researcher has adopted Reid’s Perceptual Learning Style Preference model to identify the students learning style preference in second language learning. Perceptual Learning Style Preference Model Reid (1995) has developed learning style model and instrument called Perceptual Learning Style Preference Questionnaire (PLSPQ) particularly for learners of foreign language based on how students learn best using their perceptions: visual, auditory and kinesthetic preferences and also two social aspects of learning: group and individual preferences. Perceptual Learning Styles • Visual : Visual students like to read and obtain information from visual stimulation. These learners prefer using pictures, imageries, and spatial perceptions. • Auditory : Auditory students are comfortable without visual input and learn from unembellished lectures, conversations, and oral directions. • Kinesthetic: Kinesthetic students like lots of hands on movement and enjoy working. They favor using body, hands, and tactile sense.

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Karthigeyan, K. & Nirmala, K. / Educationia Confab

ISSN: 2320-009X

Social Learning Styles • Group (interpersonal): They favor learning in groups or with other people. • Individual (intrapersonal): They prefer to work alone and to be a self reader. Related Studies on Language Learning Styles Related studies showed that individuals differ in their learning especially in language learning. The researcher (Reid, 1987) has demonstrated that English as a Second Language (ESL) students varied significantly in their sensory preferences, with people from certain cultures differentially favoring the three different modalities for learning. Students from Asian cultures, were often highly visual, Koreans being the most visual, Hispanic learners were frequently auditory and Japanese were very non auditory. Researchers have found out that (Lee, 1976; Stebbins, 1995), Chinese and Vietnamese speakers preferred visual learning while Spanish speakers preferred kinesthetic and tactile learning styles (Reid, 1995). Another researcher (Willing, 1987) found that the Spanish speakers preferred visual and auditory styles. Another study conducted by the researcher (Almasa & Parilah, 2009) revealed that English as Second language learners preferred learning style was Kinesthetic. They expressed minor preference for Visual, Auditory and Group Learning. Objectives and Research Questions • • • •

The objectives of the present study are as follows. To identify the predominant learning style preference of English language learners studying in higher secondary schools. To identify the learning style preference of English language learners with respect to their gender, locality and nature of school board. This study has attempted to answer the following research questions. What is the predominant learning style preference of English language learners? Is there any difference in the learning style preference of English language learners with respect to their gender, locality and nature of school board?

Methodology In the present study survey method is adopted to collect the data, since the study is descriptive in nature. The Perceptual Learning Style Preference Questionnaire (PLSPQ) developed by Joy Reid was adapted by the researcher and the questionnaire was validated through pilot testing and the Cronbach alpha reliability of the questionnaire was found to be 0.72. The questionnaire has 25 items and each five items are related to visual, auditory, kinesthetic, group and individual learning style preferences. The validated questionnaire was administered to 582 higher secondary schools students in Salem district of Tamilnadu state. The data were analyzed using percentage and descriptive analysis.

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Karthigeyan, K. & Nirmala, K. / Educationia Confab

ISSN: 2320-009X

Table I Distribution of Sample S. No 1. 2. 3.

N 317 265 379

Percentage 54.47 % 45.53 % 65.12 %

203

34.88 %

State Board

343

58.93 %

Matriculation

239

41.07 %

Demographic Variable Boys Gender Girls Rural Locality of Students Urban Nature of School Board

Analysis and Interpretation of Data In this study percentage analysis and descriptive analysis (Mean and Standard Deviation) are used to identify the learning style preference of students. Table II Perceptual Learning Style Preference of Students Learning Style Visual Auditory Kinesthetic Group Individual Total

N 193 135 63 104 87 582

Percentage 33.16 23.20 10.82 17.87 14.95 100

Table II shows the result of students’ preference of perceptual learning styles. Based on the percentage analysis score for each learning style, 193 students in this study favored Visual learning style (33.16 %) which is the predominant style of students’ second language learning followed by secondary learning style preference of 135 students as Auditory learning style (23.20%). Next to Auditory learning style 63 students preferred Group learning style (17.87%) and Individual learning style is 104 students (14.95%). Students’ least preferred learning style was Kinesthetic learning style (10.82%) which is very low. Table III Percentage Analysis of Students Perceptual Learning Style Preference Learning Style Demographic Variable Visual Auditory Kinesthetic Group Individual Boys 35.10 22.18 9.82 14.89 15.78 Gender Girls 31.23 24.23 11.92 20.88 14.13 Rural 34.19 23.16 10.07 19.21 13.39 Locality Urban 32.14 23.24 11.57 16.54 16.54 State Board 38.91 26.83 8.97 18.13 13.96 Board of School Matriculation 27.43 19.58 12.68 17.63 15.97

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Karthigeyan, K. & Nirmala, K. / Educationia Confab

ISSN: 2320-009X

Table III shows the percentage analysis of students’ perceptual learning style preference based on their gender, locality and board of school. Analysis shows that though more number of students preferred visual learning style boys’ were keener in preferring visual learning style than girls. Like that students studying in state board of schools preferred visual learning style as primary learning style than their counterpart in matriculation schools. Rural and urban schools students preferred visual learning style. With respect to students demographic variables students’ least preferred learning style was kinesthetic learning style. There is no difference existed in learning style preference of students with respect to their gender, locality and board of school. Table IV Descriptive Analysis of Student’s Learning Style Preference Item / Statement

Mean

SD

4.17 4.24 4.17 4.27 4.21

0.64 0.45 0.74 0.75 0.68

1. 6. 8. 16. 20.

Visual Learning Style Preference I learn better by reading what the teacher writes on the blackboard. When I read instructions, I remember them better. I understand better, when I read instructions. When learning a new skill, I prefer watching someone’s demonstration than listening. I learn more by reading textbook than by listening to others. Auditory Learning Style Preference I used to read aloud when reading the text. I prefer listening lecture than reading textbook. I remember things what I heard in class better than what I read. I learn better in the class when teacher gives a lecture. I learn better when I listen to others in class.

3.96 3.43 3.37 2.98 3.42 3.61 3.79

0.58 0.64 0.37 0.67 0.72 0.81 0.62

3. 11. 15. 19. 25.

Kinesthetic Learning Style Preference I prefer learning by doing exercises and drills in the class. When I do things in class, I learn better. I benefit more from involving hands on activities than hearing lectures. I recognize better things in class when I participate in role-playing. I learn best in class when I can participate in related activities.

2.81 3.01 2.83 2.65 2.80 2.76

0.78 0.73 0.82 0.79 0.82 0.75

5. 9. 13. 18. 22.

Group Learning Style Preference I prefer work with my classmates. I learn more when I study with a group. I study better when I study with others in class. I enjoy doing assignment with my classmates. I prefer to study with my friends group.

3.48 3.47 2.98 3.92 3.66 3.39

0.64 0.47 0.61 0.70 0.73 0.68

2. 7. 10. 12. 24.

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Item / Statement 4. 14. 17. 21. 23.

Individual Learning Style Preference I prefer to learn individually. When I work alone, I learn better. I do my work better when I work myself alone. I prefer working on task by myself. When I study alone, I understand well.

ISSN: 2320-009X

Mean

SD

2.96 2.97 2.36 3.28 2.76 3.41

0.74 0.62 0.75 0.82 0.75 o.74

Table IV demonstrated the mean and standard deviations of students’ perceptual learning style preference by five categories: visual, auditory, kinesthetic, group and individual learning style preference and also item wise mean and standard deviation scores are tabulated. The overall mean value of visual learning style was 4.17 with a standard deviation of 0.64 which is the highest mean value among the five learning style categories. The overall mean values of other learning style groups are; auditory 3.43, kinesthetic 2.81, group 3.48 and individual 2.96 learning style. The mean value of kinesthetic learning style (2.81) was the least mean value among the five categories. Result and Discussion The results from the percentage analysis revealed that among the five learning style categories students preferred visual learning style primarily which is the predominant learning style of students’ in second language learning followed by auditory learning style which is secondary learning style preference of students. Next to auditory learning style students preferred group and individual learning style. Students’ least preferred learning style is kinesthetic learning style. Students, particularly of boys those who belong to rural are and studying in state board of schools preferred visual learning style while comparing with their female counterpart in matriculation schools and in urban area. Descriptive analysis revealed that mean and standard deviation values of five categories of learning styles and also item wise mean values. Related studies (Lee, 1976; Reid, 1987) have supported the results of the present investigation that English as Second Language (ESL) students varied significantly in their sensory preferences. Students from Asian cultures, were often highly visual, and Koreans being the most visual and Spanish speakers preferred visual and auditory styles. For educational implications, teachers and educators should recognize students different learning style preferences which can assist the teachers in organizing the classroom setting , developing suitable educational program and adopting the suitable teaching strategies . Matching the teachers learning styles and strategies with students’ varied learning style will surely increase the students’ academic performance. Knowing the learning style can also be very supportive in the individualized instruction. Students should know their learning styles in order to plan and make better use of their study time and learning strategies which can improve the academic performance and lead academic success.

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Karthigeyan, K. & Nirmala, K. / Educationia Confab

ISSN: 2320-009X

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[12]

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