UNIVERSIDAD NACIONAL AUTNOMA DE NICARAGUA-MANAGUA FACULTAD REGIONAL MULTIDISCIPLINARIA DE CARAZO DEPARTAMENTO DE CIENCIAS DE LA EDUCACIN Y HUMANIDADES

INFORME FINAL DE SEMINARIO DE GRADUACIN PARA OPTAR AL TTULO DE LICENCIADO/A EN CIENCIAS DE LA EDUCACIN CON MENCIN EN INGLS

TEMA: Learning styles of the 4th year students at Juan II Aleman Barbosa Institute.

AUTORES/AS: Br. Mara Mercedes Cano Jimnez Br. Obeth Jos Snchez Silva TUTOR/A: Msc. Xiomara Valverde

09-09039-8 09-09527-1

JINOTEPE, DICIEMBRE DE 2013

Dedication

We dedicate this research to: God, who guided us day by day in our research development and gave us the opportunity to start our work as the opportunity to finish it,

Our parents, who were always giving us all their trust and the economic helped we needed.

Our Tutors, who in spite of having so many tasks, they share their time to teach us step by step the development of our work.

And to all the people who were presented at the time to develop our work.

Acknowledgment Firstly, we want to thank God by all the help we received from him. He gave us the necessary patient to develop this research; the strength and health to not give up; the wisdom to put into practice our knowledge and the opportunity to start and finish our work. Secondly, we appreciate all our parents help. They gave us a lot of reasons to continue doing our best effort. They provided us all the economic resources we need and they always said us to not give up. Thirdly, we give specials thanks to our tutors Msc. Jos Luis Garca Guzmn and Msc. Xiomara Valverde, who were teaching us with patient steps by steps each process of our research. We also thanks to the teachers and students from Juan Segundo Aleman Barbosa Institute who helped us to develop our research, they gave us their trust and positivism to continue our labor. We also appreciate the help from JUDCs jury, who told us our weakness and what we have to improve in our research. Finally, we would like to thank to the other people who were sustaining us with information to our work.

VALORACIN DEL DOCENTE

Abstract

This paper is based on a research related to the analysis of the different students learning style developed according to the teaching strategies applied by the teacher in the 4th year at Juan II Aleman Barbosa Institute. A survey was applied to the students to identify their learning styles. At the same time we applied an interview for the teacher to analyze what strategies she uses to help to the students according to their learning styles.

At the end of this research we provide strategies to help teachers to adequate their teaching process to students with different learning styles.

Key words: Learning styles, Strategies, survey, interview

Index
I. Introduction ................................................................................................................................ 1 II. Justification ................................................................................................................................... 2 III. Objectives..................................................................................................................................... 3 General Objective: ............................................................................................................................ 3 Specific Objectives: .......................................................................................................................... 3 IV. Theoretical Framework .............................................................................................................. 4 4.1. Background................................................................................................................................ 4 4.2. Learning Styles Definitions ...................................................................................................... 5 4.3. Learning Styles models............................................................................................................ 6 4.3.1. The sensorial Model (VARK) ............................................................................................... 6 4.3.1.1. Visual (V): ............................................................................................................................ 6 4.3.1.2. Aural / Auditory (A) ............................................................................................................. 7 4.3.1.3. Read/write (R)..................................................................................................................... 7 4.3.1.4. Kinesthetic (K) .................................................................................................................... 7 4.3.2. The Multimodal Model .......................................................................................................... 8 4.3.3. Other Models .......................................................................................................................... 8 4.3.3.1. Kolbs Model ....................................................................................................................... 8 4.3.3.2. Honey and Mumford Model .............................................................................................. 8 4.4. Instructional Techniques .......................................................................................................... 9 4.4.1. Motivate learning ................................................................................................................... 9 4.4.2. Balance concrete information .............................................................................................. 9 4.4.3. Make liberal use of visuals ................................................................................................... 9 4.4.4. Do not fill every minute of class time lecturing and writing on the board .................... 10 4.4.5. Give students the option of cooperating on at least some homework assignments . 10 4.5. Teaching Strategies for students With Different learning style ........................................ 10 4.5.1. Strategies for visual learners ............................................................................................. 11 4.5.1.2. Student strategies ............................................................................................................ 11 4.5.1.3. Alternative media ............................................................................................................. 11

4.5.2. Strategies for Auditory Learners ....................................................................................... 12 4.5.2.1. Teaching Strategies ......................................................................................................... 12 4.5.2.2. Reading assignments ...................................................................................................... 12 4.5.2.3. Study skills ........................................................................................................................ 12 4.5.3. Teaching Strategies for Reading /Writing learners ........................................................ 12 4.5.4. Teaching Strategies for Kinesthetic learners .................................................................. 14 V. Methodology ............................................................................................................................... 14 5.1. Data Collection Tools ............................................................................................................. 15 5.1.1Students Survey ................................................................................................................... 15 5.1.2. Class Observation ............................................................................................................... 15 5.1.3. Teachers Interview: ........................................................................................................... 15 5.2. Descriptive Analysis ............................................................................................................... 15 5.2.1. Students survey .................................................................................................................. 15 5.2.2. Classrooms Observations .................................................................................................. 16 5.2.3. Teachers Interview: ....................................................................................................... 16 5.3. Interpretative Analysis ............................................................................................................ 18 5.3.1. Students Survey ................................................................................................................. 18 VI. Conclusions ............................................................................................................................... 20 VII. Recommendations .................................................................................................................. 21 VIII. Bibliography............................................................................................................................. 23 IX. Appendixes ................................................................................................................................... 25

I.

Introduction

There are different ways in which people learn, as there are different strategies for each one of these ways in which they learn. Teachers need to know how students learn and how teachers have to adequate their teaching strategies. Our research is focused in the topic Learning Styles and for the development of this we decided to do it at Juan Segundo Aleman Barbosa Institute. It is a public Institute in La Paz, Carazo, Nicaragua. This institute has 15 classrooms with an essential environment. So, to know more about these, our research is divided in different parts. The first part of our research is about justification. The second part is about the objectives we planned to achieve in our research. The third part is about the development of the topic in which are included the background in which there are some cites from different researchers about the topic of learning styles followed by the theoretical framework, which includes different topics such as: Learning styles definitions, Learning styles models; instructional techniques and strategies to students with different learning styles and also it is included the methodology in which is described the analysis (descriptive and interpretative) of our research results. The fourth is about conclusions and recommendations. The fifth part contains the

bibliography of our research. And, the last one is about appendixes.

We hope this research be useful for the English teachers in this Institute, as we are sure it will be helpful for us as future English teachers, because in it is explained how students learn and how teachers have to adequate their teaching strategies.

II. Justification

Our research will be focused on the topic Learning Styles with the purpose of analyzing and identifying the students learning style and the teachers teaching strategies used in the classroom according to the students different learning style. Along with this we will give recommendations of strategies that help teachers to adequate their teaching strategies to help students with different capacities of acquiring knowledge. This research will be useful for all English teachers who read it, and for the rest of the English teachers that work at Juan Segundo Aleman Barbosa institute because they will know that there are different learning styles and different strategies for each learning style and how to integrate these strategies in order to help the students to have a meaningful learning in their preferred style. Besides, it will be useful for us as future English teachers because during this process of research we will learn about the different ways in which the students process and get information, besides we will know what kind of strategies work well with each style.

III. Objectives

General Objective:

Analyze the different students learning style developed according to the teaching strategies applied by the teacher in the 4th year at Juan II Aleman Barbosa Institute during the second semester of 2013 located in La Paz, Carazo.

Specific Objectives:

Identify the different learning styles of a group of foreign language students in 4th year. Analyze the English teachers teaching strategies in the development of his students learning styles. Provide strategies to help teachers to adequate their teaching process to students with different learning styles.

IV. Theoretical Framework

In this part of our research we will mention different aspects of the learning styles. We will take into account the background, definitions of learning styles; the

learning styles models; some instructional techniques that teachers must use in the classroom and the different teaching strategies for students with different learning styles.

4.1. Background Teachers have noticed for many years that the students learn in different ways. This way in which the students acquire and process information is called as learning styles. Students learn best by seeing the value and importance of the information presented in the classroom. On the other hand, (Blackmore 1996, cited in Cartnal 1999) suggested that one of the first things educators can do to aid the learning process is to simply be aware that there are diverse learning styles in the student population: there are as many ways to teach as there are to learn. (Sarasin 1998 cited in Cartnal 1999) noted that instructors should be willing to change their teaching strategies and techniques based on appreciation of the variety of students learning styles. Teachers should try to ensure that their methods, materials and resources fit the ways in which their students learn and maximize the learning potential of each student. Garger (1998) says that understanding learning styles can help educators facilitate structure and validate successful learning for all the students. (Grasha and Dowdall 1991, cited in Cartnal 1999) also suggested that particular teaching style might encourage students to adopt certain learning styles. Evans (2006) says The application of styles has direct relevance for education and training practitioner in that it can assist in developing different teaching and learning techniques which may enhance learning performance (for example,
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unpacking the whole and the specifics of a situation, in looking at ideas sequentially or tangentially using multiples modes of presentation and so forth). (Gibson 1998, cited in in Cartnal 1999) noted that distance learners are a heterogeneous group, and that instructors should design learning activities to capitalize on this diversity. Instructors can also use learning style data to help them design creative mismatches where students can experience their less dominant learning style characteristics in a less threatening environment (Grasha, 1996 pag 172). In Nicaragua, there have not been any researches about this topic, since it is very important to know about it, to improve and adequate teaching teachers strategies.

4.2. Learning Styles Definitions (Brown 2000, cited in Golakjani 2010) defines learning styles as the manner in which individuals perceive and process information in learning situations. He explains that learning styles preference is one of the aspects of learning styles and refers to the choice of one learning situation or condition over another. Grasha (1996) has defined learning styles as personal qualities that influence a students ability to acquire information, to interact with peers and the teacher, and otherwise participate in learning experiences. Pag 41 In our point of view Learning Style is the way in which a person learns, what it means the way in which this person acquire knowledge. It also means how the person interprets, distinguishes, processes and understands the information.

4.3. Learning Styles models There are several Learning Style Models, in which each one of them are linked how an individual acquires and processes information. Here we mentioned some of them. These two first methods (The Sensorial Model and the multimodal model) are presents in our research development.

4.3.1. The sensorial Model (VARK) The acronym VARK stands for Visual, Aural, Read/write, and Kinesthetic sensory modalities that are used for learning information. (Fleming and Mills 1992, cited in Sarah Mercer 2012) suggested four modalities that seemed to reflect the experiences of the students and teachers. Although there is some overlap between them. They are defined as follows.

4.3.1.1. Visual (V): Visual learners acquire the information by visualizing things. This preference includes the depiction of information in maps, spider diagrams, charts, graphs, flow charts, labeled diagrams, and all the symbolic arrows, circles, hierarchies and other devices that people use to represent what could have been presented in words. This mode could have been called Graphic (G) as that better explains what it covers. It includes pictures or photographs of reality, movies, videos or PowerPoint presentations. It does include designs, whitespace, patterns, shapes and the different formats that are used to highlight and convey information. When a whiteboard is used to draw a diagram with meaningful symbols for the relationship between different things, it will be helpful for those with a Visual preference. It must be more than mere words in boxes that would be helpful to those who have a Read/write preference.

4.3.1.2. Aural / Auditory (A) Visual learners acquire information by hearing or speaking. This perceptual mode describes a preference for information that is "heard or spoken." Learners who have this as their main preference report that they learn best from lectures, group discussion, radio, email, using mobile phones, and web-chat . The Aural preference includes talking out loud as well as talking to oneself. Often people with this preference want to sort things out by speaking first, rather than sorting out their ideas and then speaking. They may say again what has already been said, or ask an obvious and previously answered question. They have the need to say it themselves and they learn through saying it in their way.

4.3.1.3. Read/write (R) Read/write learners learn information by reading or taking note. This preference is for information displayed as words. Not surprisingly, many teachers and students have a strong preference for this mode. Being able to write well and read widely are attributes sought by employers of graduates. This preference emphasizes textbased input and output - reading and writing in all its forms but especially manuals, reports, essays and assignments. People who prefer this modality are often addicted to PowerPoint, the Internet, lists, diaries, dictionaries, thesauri, quotations and words, words, words... Note that most PowerPoint presentations and the Internet, Google and Wikipedia are essentially suited to those with this preference as there is seldom an auditory channel or a presentation that uses Visual symbols.

4.3.1.4. Kinesthetic (K) This modality refers to the "perceptual preference related to the use of experience and practice (simulated or real)." Although such an experience may invoke other modalities, the key is that people who prefer this mode are connected to reality, "either through concrete personal experiences, examples, practice or simulation" It includes demonstrations, simulations, videos and movies of "real" things, as well as case studies, practice and applications. The key is the reality or concrete nature
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of the example. If it can be grasped, held, tasted, or felt it will probably be included. People with this as a strong preference learn from the experience of doing something and they value their own background of experiences and less so, the experiences of others. It is possible to write or speak kinesthetically if the topic is strongly based in reality. An assignment that requires the details of who will do what and when is suited to those with this preference, as itis a case study or a working example of what is intended or proposed.

4.3.2. The Multimodal Model Fleming and Mill also argue that Life is multimodal. It is normal to use more than one style to acquire knowledge. Some students that prefer a lot of learning styles could be any of this: The ones that have in mind the development of the context choose

the style that work better with them, and The ones that use a lot of styles to process information.

To facilitate students to improve the use of this model, it is important to give them a variety of methods to learn different tasks and give them the opportunities to select one or more.

4.3.3. Other Models 4.3.3.1. Kolbs Model (Kolb David 1984, cited in Businessball.com, 2005) also called this model as experiential model.

4.3.3.2. Honey and Mumford Model (Honey, P & Mumford model, cited in Mills 2002) Suggests that students move on information through the four stages of the learning cycle the times it is necessary.

4.4. Instructional Techniques The ways teachers normally teach address the needs of using the instructional techniques given below in order to motivate the learning styles. (Oxford 1990)

4.4.1. Motivate learning Teachers need to motivate students to make a good interaction among them. The more the teacher motivates students, the more comfortable they feel. Teachers need to use new materials to teach (vocabulary flashcards, rules of grammar charts, presentations, etc.) in contexts that the students can relate in term of their personal experiences, rather than merely materials to memorize. (Oxford 1990)

4.4.2. Balance concrete information It is going to depend on the level of learners. The balance does not have to be equal, and in elementary courses, it may be shifted heavily toward the sensing side. Examples of this technique are words definitions, rules for verb conjugation, conceptual information, etc. This technique benefits to the students when they do not have the enough knowledge to catch the information at once, firstly they need to have the information to then move it to interpret it. We see this kind of techniques in the classroom, when teacher provide long explanations to students when do not understand something. The teachers ask a couple of time if the students have got the topic, and if they have no got it yet, the teacher provides more information to the students. Global learners work well with this technique, because of, they first need to have information and later analyze it. (Oxford 1990)

4.4.3. Make liberal use of visuals Using visual tools in the classroom is a useful and interesting way to catch students attention. Teachers have to use photographs, drawings, sketches, cartoons, etc., to illustrate the meaning of vocabulary words. Teachers also have to
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shows films, video recording, and live dramatization to illustrate lessons in texts. Visual learners are good in this technique. (Oxford 1990)

4.4.4. Do not fill every minute of class time lecturing and writing on the board Teachers need to make intervals when they are teaching a class. Teachers have to stop in front of their students and ask for reflections, opinion, etc. Teachers also assign brief writing exercises, give questions, and problem to be worked in small groups, and hold team competitions to keep an interacted class. Active learners work well with this technique. (Oxford 1990)

4.4.5. Give students the option of cooperating on at least some homework assignments Sometimes students like sharing ideas, discussing in class, talking with teachers, and when they are allow participating, they feel comfortable. If they are denied to participate, they are being deprived of their most effective tool participation. Most of the time, active learners are the ones who are interacting during the class. They are always participating. The use of this technique could work well at the time of assigning task to active learners to work in different groups in the class. Now they not only will share ideas with teachers when they are asked to do it, but they will share ideas with their own classmates. (Oxford 1990)

4.5. Teaching Strategies for students With Different learning style Teachers need to adequate their teaching at the time to teach to teach to the students that have different learning style. Here we point out some different strategies for every learning style. According to (Education, V. D 2009) in Its article Accomodations and Instructional Strategies That Can Help Students, there are pointed some strategies used to teach students according to their learning styles, which are the following:

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4.5.1. Strategies for visual learners Students who are visual learners learn and remember information best by reading or seeing. Visual learners frequently remember colors, patterns, sequences they have seen. They will often close their eyes when trying to remember something. (Education, V. D 2009)

4.5.1.1. Strategies that Teachers should use. Encourage the student to make study cards Have the student use flash cards Teach students to look at how words and letters are formed and look together Encourage the use of webbing or diagramming to help learn information Make picture associations for new material Keep an agenda on the board with verbal directions, key ideas, concepts Have a scribe in class that copies directions using carbon paper or make copies that can be given to other. Provide outlines of major points that students can use as a guide.

4.5.1.2. Student strategies Have student write down notes and memos concerning important words, concepts, ideas, and assignments Teach note taking skills Teach column note taking Teach student to be a list maker Teach other methods of visual organizers.

4.5.1.3. Alternative media Use videos Use plays Use filmstrips Use books
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 Use pictures

4.5.2. Strategies for Auditory Learners

Students who are auditory learners learn and remember information best by hearing what is said or presented. These students often remember jokes, stories, and lines from movies. They prefer to be told an assignment rather than reading the instructions. (Education, V. D 2009)

4.5.2.1. Teaching Strategies Give oral as well as written directions Read assignments off the board When handing out assignments make sure you have the students attention and either read or have a student read the assignment/directions Check that the students understand the assignment and all of its pieces Tape records the assignments.

4.5.2.2. Reading assignments Tape important reading material for students to listen to while reading Have a good oral reader read out loud while the passage is being taped Pair the student with a good oral reader who can read out loud Allow the student to read out loud to him/her Check out The Association for the Blind or your local library for books on tape

4.5.2.3. Study skills Have student re-authorize silently by vocalizing material inside his/her own head Allow students to talk to themselves while working Pair shares for review

4.5.3. Teaching Strategies for Reading /Writing learners Some students like learning by reading and writing. Here are mentioned some strategies that work well with this type of learners. (Education, V. D 2009)
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For unit studies, gather a variety of books on the same subject, making sure that the books reflect the range of reading levels in your class. Teach comprehension first. Skills like phonics can be developed after meaning is established or receptive and expressive vocabulary is strong. Plan comprehension-building activities before, during, and after the reading, such as picture walks (looking at and discussing the pictures in a book before reading to build background) and writing a personal response. Brainstorm with the whole class to generate a Word Bank for Writing. Teach the strategy of using pictorial, semantic, and syntax cues, and conventions of print to read for meaning. Encourage children to predict, confirm, and self -correct. Generate a list of questions about what you are reading. Discuss new words in context. For example, reading experiences are filled with unfamiliar vocabulary that is specific to our culture. Teach word-study skills. For example, classifying and sorting words by spelling patterns helps students develop vocabulary and provides opportunities to transfer spelling concepts from reading to writing. Integrate reading with writing and use a variet y of genres and formats as a springboard for writing activities. Work with recipes. Recipes are a great example of meaningful procedural text. They are a motivating hands-on activity and can serve as models for procedural writing. Have students keep journals for personal narratives and content-area learning. Journals keep students organized and accountable for their work. After a weekend or holiday, rereading what has been recorded in journals lets ELLs review the subject and get back on track. Parents love seeing these too.
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Incorporate environmental print into your classroom with examples from magazines, newspapers, ads, street signs, and other sources.

4.5.4. Teaching Strategies for Kinesthetic learners Kinesthetic learners excel when given hands-on activities and interactive assignments. (Education, V. D 2009) Offer hands on projects Utilize cooperative games Create multi-sensory activities Utilize simulation activities Encourage active participation Encourage use of fidget objects Use music to aid memorization Seat in low traffic area of the room and allow fidgeting with less distraction of others Allow multi-tasking (classroom tasks while listening to instructions) Use variety of options to demonstrate learning including murals, diagrams, models.

V. Methodology

The place in which we carried on our research was in the Public School Juan II Aleman Barbosa Institute, located in La Paz, Carazo, Nicaragua. In the institute work two English teachers, one in the morning shift and the second one in the afternoon shift. The Institute has an enrollment of 947 students among the ages of twelve to twenty one years old. Classes are divided in different grades: from 7TH to 11TH year. In the B classroom of 4th year there are 34 students; twenty one women and thirteen men among the ages of fifteen to seventeen years old, we took fourteen students as a sample for our research.
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5.1. Data Collection Tools The goal for using these different tools is to help us to clarify information, process knowledge, and identify opportunities for continuous improvement in our research. Besides with these tools we used to achieve our objectives and identify information sources and collect information during our research. 5.1.1Students Survey We used this tool to identify the different learning style the students have. We took and used the test VARK downloaded from (Cid 2012). 5.1.2. Class Observation: We used this tool to observe the different strategies used by the teacher and the students performance during the class. 5.1.3. Teachers Interview: We used this tool to know what kind of strategies the English teacher uses in the class.

5.2. Descriptive Analysis 5.2.1. Students survey In September 26th, we applied the students survey; that day only 28 students were in the English class. We explained our assignment and the purpose of the survey. First we read and explained each question to answer, then the students took the survey and answered it carefully, they took 25 minutes to finish it; after that time they gave it back. This survey had 16 questions divided into four different kind of learning styles (visual, aural, reading/writing and kinesthetic learning style). Each answer was applied to a specific learning style; 28 students answered the survey but we choose only 14 students for our sample in a random way.

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5.2.2. Classrooms Observations We did three class observations in order to take notes of the students performance during the class and how they like to learn and process information and also take notes about the strategies and activities that the English teacher uses in the class in our observations we focused in observe the learning styles the students showed during the class and the effectiveness of the teachers teaching strategies for the students. At first, when we arrived, we noticed that we were in front of a group of students that the most liked to write and interact with the teacher. The teacher started the classes on time, the first activity of the teacher was to write the topic on the board, took the attendance, she used eliciting to present the topic, explained the objective of the class, then she developed the classes giving explanations and examples, she used gestures to enhance meaning of words, spoke audible and clearly to the students, talked to the students not to the board; she used the students ideas to make a good interaction, she used authority in the classroom to create an environment conductive to the learning, she listened carefully the students comments and questions; the teacher encouraged students to participate, at the time students asked question to the teacher, she clearly and directly answered them, the teacher gave enough time to the students to finish their assignments in the class as a final activity she assigned homework to the students according to the topic she had taught. The strategies she most used were group works in written and reading tasks ask and answer activities, games, participations on the board; but most of the students did not like to participate neither to speak in English 5.2.3. Teachers Interview: On September 26th, 2013 we applied the teachers interview at 1:24 pm while the students were answering their survey she was answering her interview.

According to the first question she considers that most of the students have the reading and writing learning style and that they need more attention in
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pronunciation and vocabulary to develop their other abilities and skills and also she said that she looked her students performing in an unquiet way (kinesthetic way) when they have to present the assignments. Respecting to the second question she says that the strategies she uses to enhance her students preferences are: guessing games, short dialogues, group work and task in pair. In the third question she says that the activities she uses with the students who have a visual learning are: use of pictures and flash cards to present vocabulary or any grammar structure. At the moment the English teacher answered the fourth questions she says that the activities she uses with the students who have an aural learning are: exchange of information; oral presentations ask and answer activities repetition. According to the fifth questions she says that the activities she uses with students who have a reading and writing learning are: to read key vocabulary, model reading, ask and answer questions, check comprehension, controlled and free writing, correcting and checking assignments, brainstorming ideas, ask and answer questions and use of work sheets to do any activity. In the sixth questions she says that the activities she uses with students who have a kinesthetic learning are: group competences, exchanging information;

discussions in some cases free writing. Respecting to the seventh questions she says that she prepares the necessary materials for each class to develop the four skills, using visual aids, reading texts, pictures, flashcards so that she combines and integrates all these activities in order to fulfill the students needs according to their learning style. According to the eighth questions she says that the successful strategies she has had in the classroom have been group works, written activities, games and role plays.

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Answering the ninth questions she says that the strategies failed in the classroom have been: dictation and oral presentation because the students lack of enough vocabulary and good pronunciation. According to the tenth question she says that the positives result that she has gotten from her students by putting into practices these strategies are: the most students have overcame the shyness, they have learn more vocabulary and they have improved their pronunciation and the negatives result are that the students do not work in their task, they do not speak in English, because they have many difficulties in the pronunciation in the writing, listening and speaking skill. And she adds that the most of her students are shy to participate in all the activities during the class.

5.3. Interpretative Analysis 5.3.1. Students Survey (James and Gardener 1995, cited on Cartnal 1999) claim that three important factors to considerer when selecting a learning style instrument include: considering the intended use of the data to be collected, finding an instrument and matching it instrument. To select the tool to determine the students learning styles we focused on the exactly aspects we wanted to know according to one of our specifics objectives (Identify the different learning styles of a group of foreign language students in 4th year). We wanted to know if the students perform only a learning style or if they presented a multi-learning style. So, we used the VARK questionnaire (see appendix A). This questionnaire provided us the necessary information we wanted to get from the students. We applied the questionnaire to the students in Spanish due to the students did not know the enough knowledge to answer it in English. As mentioned before (descriptive analysis), 28 students answer the survey, but we to the intended use and, finally selecting the most appropriate

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only took into account 14 of them. We selected them randomly. From the 14 survey we selected, we obtained the following data: The fourteen students reflected to have a multi modal learning. But they have one in which they get better the information (see table 1). Seven students reflected they learn best in a kinesthetic style. Five students reflected they learn better by reading and writing. And, Two students reflected they learn best by listening (Aural Learners). Kinesthetic learners Reading/writing Learners Aural Learners Total
Table 1. Learning Styles Results

7 5 2 14

These results show that the fourth year teacher in this institute was working with students which had a kinesthetic, a read/write and a visual preference. The teachers perception was true (descriptive analysis 1st question) when she exclaimed that her students worked well in reading and write assignments as in the way when they had to present the task.

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VI. Conclusions

After a long period of time, we have acquired some data from our research to analyze. According to our general objective: Analyze the different students learning style developed according to the teaching strategies applied by the teacher in the 4 th year at Juan II Aleman Barbosa Institute during the second semester of 2013 located in La Paz, Carazo we have conclude that:

Students performed well when the teacher assigned them writing and reading tasks. They made efforts to participate in every activity that the teacher assigned them. They needed more attention in pronunciation to improve their reading tasks, or when they have to present some reading tasks in front of the class.

Teachers strategies were more focused on read/write and kinesthetic learners. Read/write activities helped to shy students to participate. Students were unquiet at the moment to present a task (they moved from one side to another reading their notebooks).

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VII. Recommendations

Data from observations and interviews with individual teachers and students shows that a learning styles approach can have a considerable positive impact on both behavior and learning. It does appear when teachers respond to students individual learning style, it improves enjoyment, attention and active participation, and learning for individual students. Different ways of working give some students better opportunities for more successful learning experiences and to demonstrate their learning, which suggests that a learning styles approach can contribute to improving assessment strategies.

The topic learning styles brought up issues which suggest the need for new thinking, particularly with the reference of the learning style each student has and the strategies that address to each one.

For that reason we suggest the following recommendations to the English teachers of the Juan Segundo Aleman institute.

According to Dr. Constant Leung and Dr. Graham Richardson the teacher should use:

1) initiatives through improving teaching and learning

2) Develop and put into practice strategies that appeal to each learning style.

3) Strategies for inclusion and differentiation, through practical ways of identifying and meeting individual needs and learning preferences.

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4) New thinking about how classrooms is organised, with particular reference the role of the environment learning as the latter was a significant element in most students learning style.

5) Assessment strategies to improve opportunities for students to demonstrate skills and knowledge through different activities so that they discover their best way to learn.

6) Induction programmes, to embed learning styles in a practical way into initial activities and assignments, through introducing the strands and elements and helping students evaluate the most effective ways of learning for them. 7) Becoming more aware of their own and individual students learning styles and ways to address them and encouraging students to become more aware and use their own learning styles.

8) Teaching and learning, through making content more accessible and enjoyable and giving learners experiences of successful learning by learning through their preferred learning style.

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VIII. Bibliography

1. Businessball.com. (2005). kolb learning styles.Recuperado el 2012 de Agosto de 2013, de kolb learning styles: http://www.businessballs.com/kolblearningstyles.htm

2. Cartnal, D. P. (1999). Comparing Student Learning Styles in an Online Distance Learning Class and an Equivalent On-Campus Class. Recuperado el 2013 de octubre de 17, de Comparing Student Learning Styles in an Online Distance Learning Class and an Equivalent On-Campus Class: http://home.earthlink.net/~davidpdiaz/LTS/html_docs/grslss.htm

3. Cid, L. L. (2 de OCTUBRE de 2012). Educacion, ecologia y TIC. (L. L. Cid, Ed.) Recuperado el 24 de JULIO de 2013, de Educacion, ecologia y TIC: http://www.varklearn.com/documents/The%20VARK%20Questionnaire%20-%20Spanish.pdf

4. Education, V. D. (21 de september de 2009). Accomodations and Instructional Strategies That Can Help Students.Obtenido de http://www.google.com.ni/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CCoQFj AA&url=http%3A%2F%2Feducation.vermont.gov%2Fdocuments%2Feduc_accommodation s_strategies.pdf&ei=1SRUUrznJ4TS9gTH4IGgCw&usg=AFQjCNHV7ebf0uzsgFBaLKH1sdnyyri 2Yw&bvm=bv.53537100,d.eWU&:

5. Evans, C. (2006). Learning styles in education and training.Emerald Group Publishing.

6. Garger, P. B. (1998). Marching to Different Drummers.ASCD. 7. Golakjani., A. P. (2010). The Effect of Visual, Auditory, and Kinaesthetic Learning Styles on Language Teaching . . Recuperado el 25 de 10 de 2013, de The Effect of Visual, Auditory, and Kinaesthetic Learning Styles on Language Teaching . : http://www.ipedr.com/vol5/no2/104-H10249.pdf

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8. Grasha, A. F. (1996). Teaching with style. Pittsburgh, PA: Alliance.

9. Mills, D. W. (2002). Applying what we know: Student learning styles. Retrieved October 17, 2008, from: http://www.csrnet.org/csrnet/articles/student-learningstyles.html
10. Oxford, R, L. 1990 Language Learning Strategies What Every Teacher Should know.

11.Sarah

Mercer, S. R. (2012). Psychology for Language Learning: Insights from Research,

Theory and Practice.Palgrave Macmillan.

12. Dr

Constant Leung and Dr Graham Richardson, Consultants. Summary and

Recommendations /www.google.com.ni/search?q=USING+A+LEARNING+STYLES+APPROACH+TO+IMPROVE+L EARNING%2C+ACHIEVEMENT+AND+RETENTION+IN+FURTHER+EDUCATION&oq=USING+A +LEARNING+STYLES+APPROACH+TO+IMPROVE+LEARNING%2C+ACHIEVEMENT+AND+RETE NTION+IN+FURTHER+EDUCATION&aqs=chrome..69i57.2861j0j8&sourceid=chrome&espv= 210&es_sm=93&ie=UTF8#es_sm=93&espv=210&q=%20Dr%20Constant%20Leung%20and%20Dr%20Graham%20R ichardson%2C%20Consultants.%20Summary%20and%20Recommendations%20%20

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IX. Appendixes

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Appendix A. Students survey El Cuestionario VARK - Cmo aprendo mejor? Elija las respuestas que mejor expliquen su preferencia y encierre con un crculo la letra de su eleccin. Puede seleccionar ms de una respuesta a una pregunta si una sola no encaja con su percepcin. Deje en blanco toda pregunta que no se apliqu a sus preferencias.

1. Est ayudando a una persona que desea ir al aeropuerto, al centro de la ciudad o a la estacin del ferrocarril. Ud.: a. ira con ella. b. le dira cmo llegar. c. le dara las indicaciones por escrito (sin un mapa). d. le dara un mapa.

2. No est seguro si una palabra se escribe como trascendente o tracendente, Ud.: a. vera las palabras en su mente y elegira la que mejor luce. b. pensara en cmo suena cada palabra y elegira una. c. las buscara en un diccionario. d. escribira ambas palabras y elegira una.

3. Est planeando unas vacaciones para un grupo de personas y deseara la retroalimentacin de ellos sobre el plan. Ud.: a. describira algunos de los atractivos del viaje. b. utilizara un mapa o un sitio web para mostrar los lugares. c. les dara una copia del itinerario impreso. d. les llamara por telfono, les escribira o les enviara un e-mail.

4. Va a cocinar algn platillo especial para su familia. Ud.: a. cocinara algo que conoce sin la necesidad de instrucciones. b. pedira sugerencias a sus amigos. c. hojeara un libro de cocina para tomar ideas de las fotografas. d. utilizara un libro de cocina donde sabe que hay una buena receta.

5. Un grupo de turistas desea aprender sobre los parques o las reservas de vida salvaje en su rea. Ud.: a. les dara una pltica acerca de parques o reservas de vida salvaje. b. les mostrara figuras de Internet, fotografas o libros con imgenes. c. los llevara a un parque o reserva y dara una caminata con ellos. d. les dara libros o folletos sobre parques o reservas de vida salvaje.

6. Est a punto de comprar una cmara digital o un telfono mvil. Adems del precio, qu ms influye en su decisin? a. lo utiliza o lo prueba. b. la lectura de los detalles acerca de las caractersticas del aparato. c. el diseo del aparato es moderno y parece bueno. d. los comentarios del vendedor acerca de las caractersticas del aparato.

7. Recuerde la vez cuando aprendi cmo hacer algo nuevo. Evite elegir una destreza fsica, como montar bicicleta. Cmo aprendi mejor?: a. viendo una demostracin. b. escuchando la explicacin de alguien y haciendo preguntas.

c. siguiendo pistas visuales en diagramas y grficas. d. siguiendo instrucciones escritas en un manual o libro de texto.

8. Tiene un problema con su rodilla. Preferira que el doctor: a. le diera una direccin web o algo para leer sobre el asunto. b. utilizara el modelo plstico de una rodilla para mostrarle qu est mal. c. le describiera qu est mal. d. le mostrara con un diagrama qu es lo que est mal.

9. Desea aprender un nuevo programa, habilidad o juego de computadora. Ud. debe: a. leer las instrucciones escritas que vienen con el programa. b. platicar con personas que conocen el programa. c. utilizar los controles o el teclado. d. seguir los diagramas del libro que vienen con el programa.

10. Le gustan los sitios web que tienen: a. cosas que se pueden picar, mover o probar. b. un diseo interesante y caractersticas visuales. c. descripciones escritas interesantes, caractersticas y explicaciones. d. canales de audio para or msica, programas o entrevistas.

11. Adems del precio, qu influira ms en su decisin de comprar un nuevo libro de no ficcin? a. la apariencia le resulta atractiva. b. una lectura rpida de algunas partes del libro. c. un amigo le habla del libro y se lo recomienda. d. tiene historias, experiencias y ejemplos de la vida real.

12. Est utilizando un libro, CD o sitio web para aprender cmo tomar fotografas con su nueva cmara digital. Le gustara tener: a. la oportunidad de hacer preguntas y que le hablen sobre la cmara y sus caractersticas. b. instrucciones escritas con claridad, con caractersticas y puntos sobre qu hacer. c. diagramas que muestren la cmara y qu hace cada una de sus partes. d. muchos ejemplos de fotografas buenas y malas y cmo mejorar stas.

13. Prefiere a un profesor o un expositor que utiliza: a. demostraciones, modelos o sesiones prcticas. b. preguntas y respuestas, charlas, grupos de discusin u oradores invitados. c. folletos, libros o lecturas. d. diagramas, esquemas o grficas.

14. Ha acabado una competencia o una prueba y quisiera una retroalimentacin. Quisiera tener la retroalimentacin: a. utilizando ejemplos de lo que ha hecho. b. utilizando una descripcin escrita de sus resultados. c. escuchando a alguien haciendo una revisin detallada de su desempeo.

d. utilizando grficas que muestren lo que ha conseguido.

15. Va a elegir sus alimentos en un restaurante o caf. Ud.: a. elegira algo que ya ha probado en ese lugar. b. escuchara al mesero o pedira recomendaciones a sus amigos. c. elegira a partir de las descripciones del men. d. observara lo que otros estn comiendo o las fotografas de cada platillo.

16. Tiene que hacer un discurso importante para una conferencia o una ocasin especial. Ud.: a. elaborara diagramas o conseguira grficos que le ayuden a explicar las ideas. b. escribira algunas palabras clave y prctica su discurso repetidamente. c. escribira su discurso y se lo aprendera leyndolo varias veces. d. conseguira muchos ejemplos e historias para hacer la charla real y prctica.

Appendix B. The Scoring Chart

The VARK Questionnaire Scoring Chart

Use the following scoring chart to find the VARK category that each of your answers corresponds to. Circle the letters that correspond to your answers E.g. If you answered b and c for question 3, circle V and R in the question 3 row.

Question A category K B category V C category R D category A

SCORING CHART Question A category K V K K A K K R R K V A K K K V B category A A V A V R A K A V R R A R A A C category R R R V K V V A K R A V R A R R D category V K A R R A R V V A K K V V V K

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Appendix C. Teachers Interview

Name: __________________________________________________________________ Date: __________________________________________________________________ Objective: Analyze the effectiveness of the teachers teaching strategies in the development of her students learning styles. 1. What kind of learning styles do you consider your students have? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ________________________ 2. What kind of strategies do you use to enhance your students preferences? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ________________________ 3. What activities do you use with students who have a visual learning? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ________________________

4. What activities do you use with students who have an aural learning? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ________________________

5. What activities do you use with students who have a reading/writing learning? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ________________________ 6. What activities do you use with students who have a kinesthetic learning? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ________________________ 7. How do you combine/integrate all these activities in order to fulfill the students need according to their learning style? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ________________________

8. What of the strategies mentioned above have been successful in the classroom? Why? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ _____

9. What strategies have failed? Why? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ _____ 10. What positive and negative results have you gotten from your students by putting into practice these strategies? Positives:_____________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________

Appendix D. Photos

Photo 1. Teacher using strategies for reading learners

Photo 2. Teacher using the strategy Dictation for aural learners

Photo 3. Teacher using a strategy for kinesthetic learners

Photo 4. Kinesthetic learners unscrambling sentences

Photo 5. Kinesthetic learners unscrambling sentences

Photo 6. Students checking the sequence of the sentences

Photo 7. Teacher reading for the aural learners

Photo 8. Kinesthetic learner reading sentences

Photo 9. Writing learners working in their assignments

Photo 10. A Kinesthetic learner is participating on the board.