Professional Documents
Culture Documents
Faculty of Education
TERM PAPER:
ID no: 2010416998
email: one_rayhan07@yahoo.co.uk
HP: 012-2437793
ABSTRACT
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Students’ lack of interest in learning English has become a crucial issue in schools nowadays.
Due to that administration has put in a great effort to know the resolutions to end this
predicament. Thus by knowing what the student preferred learning styles and attuning to
learning strategies somehow given a new perspective to teachers to cater to the students need.
1.0 INTRODUCTION
Born as human with various attitudes, characteristics, norms and values have made
human as unique entities that inimitably respond towards surrounding and what more toward
learning and teaching styles. Due to that, has derived education institutions to pay a great
detail on students learning styles and strategies as to nurture them to be responsible towards
their own learning process. Some students prefer to learn by themselves in their own time
pace, in familiar surrounding rather than in groups. Students tend to perceive information
differently, such as by seeing and hearing, reflective and acting, reasoning logically and
intuitively and also analyzing and visualizing (Azlinda, 2006). Thus has clearly portrayed that
all students display characteristics of both ends at each dimension, and may move from one
extreme to the other depending in the topic, its context, and the particular task demands made
on the students (Wong, 2004). The learning styles of the students influence their ability to
acquire information and respond to the learning environment (Azlinda, 2006). Students can
plan and manage their language learning activities better if they can discover their preferred
learning styles. Thus can assist the students in enhancing and take advantage of their natural
skills and inclinations. Because of that students’ motivation will be sustained and thus can
What more, when learning styles of the students in a class and teaching styles of the
instructor are incompatible, with adverse potential effects, the students may be bored and
become inattentive in class, do poorly on tests, get discouraged about the course, the
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curriculum and themselves, and in numerous cases change to another program or drop out
from school (Felder & Spurlin, 2005). Hence more researchers have taken great interest
In English as second language classroom, teachers can observe that usually successful
learning shows positive attitude towards English (Azlinda, 2006). Furthermore, according to
Nunan (1991), one of the characteristic of a good language learner is the ability to reflect on
and articulate the processes underlying their own learning. As learning a language is among
the most challenging lifelong pursuits to undertake (Almasa, Parilah & Fauziah, 2005).
teaching strategies to suite students learning styles, as both teaching strategies and learning
STRATEGIES
Learning according to Kolb (1984), refer to the process whereby knowledge is created
There are numerous of definitions of learning styles being defined and redefined by
researchers to suite their purpose of studies. As cited from Lewenfeld (1945), researched
visual versus hepatic memory preferences, but the concept of learning style has not been well
explored at present. There is perplexity that comes from variation in the scale and scope of
learning, school achievement and other behaviour predicted by diverse learning style terms
(Nel, 2008). As stated by numerous researchers, the term ‘learning style’ has different
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meanings for different people. For some, it is congruent with ‘cognitive style’, and for others
Stewart and Felicetti (1992) elucidated learning styles as those educational conditions
under which a student is most likely to learn. In such a way, learning styles are not really
concerned with "what" learners learn, but rather "how" they prefer to learn.
As for learning strategies stand for conscious steps or behaviour used by language
learners to enhance the acquisition, storage, retention, recall and use of new information
These models of learning styles provide good frameworks for designing assessment
instruments. Beaty (1986), has noted that teachers cannot identify students’ learning styles
meticulously without an instrument. In addition, Dunn and Dunn (1998), stated that decisive,
valid and comprehensive instrument can diagnose many learning styles traits that influence
on each other and produce unique patterns. In this term paper dissertate a few models of
The VAK learning style uses the three main sensory receivers: Visual, Auditory, and
which human expression can take place and is composed of a combination of perception and
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VAK is derived from the accelerated learning world and seems to be about the most
popular model nowadays due to its simplicity, however, its shortcoming is that the research
does not support it. This is probably because it is more of a preference, rather than a style
(Clark, 2008).
According to Clark learners use all three modalities to receive and learn new
information and experiences. Nonetheless, according to the VAK or modality theory, one or
two of these receiving styles is normally dominant. This dominant style delineates the best
way for a person to learn new information by filtering what is to be learned. This style may
not always to be the same for some tasks. The learner may prefer one style of learning for one
Clark (2008) also mentioned, classically learning style is enforced via stages. In
kindergarten till third grade information is presented kinesthetically, while starting fourth
until eight grade information are usually presented visually, while ninth to college and on into
the business environment, information is presented to us mostly auditory through the use of
lectures.
Based on VAK theorists, educators need to present information using all three styles.
This allows all learners the opportunity to become involved, no matter what their preferred
style may be (Clark, 2008), thus VAK theorists have come up with there main categories as
follows:
1. Auditory learners, often talk to themselves. They also may move their lips and
read out loud. They may have difficulty with reading and writing tasks. They often
do better talking to a classmate or a tape recorder and hearing what has been said.
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2. Visual learners, have two sub-channels - linguistic and spatial. Learners who are
visual-linguistic like to learn through written language, such as reading and writing
tasks. They remember what has been written down, even if they do not read it
more than once. They like to write down directions and pay better attention to
lectures if they watch them. Learners who are visual-spatial usually have difficulty
with the written language and do better with charts, demonstrations, videos, and
other visual materials. They easily visualize faces and places by using their
3. Kinesthetic learners, do best while touching and moving. It also has two sub-
channels, there are kinesthetic (movement) and tactile (touch). They tend to lose
listening to lectures they may want to take notes for the sake of moving their
hands. When reading, they like to scan the material first, and then focus in on the
details to get the big picture. They use color highlighters and take notes by
Organizational Behavior at Case Western Reserve University. Kolb acknowledges that his
theory is eclectic, and that its applications are drawn from the work of John Dewey, Kurt
Lewin, Carl Jung, Jean Piaget and Lev Vygotsky (Azlinda, 2006). Kolb learning theory
defines the cognitive mechanism of learning and attests the importance of critical reflection in
learning. According to Kolb, effective learning incorporate four phrases as listed below:
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Concrete Experience, where the students correspond to knowledge by acquaintance which
means direct practical experience (or "Apprehension" in Kolb's terms) (Atherton, 2010).
Reflective Observation, in which the students like to watch and observe others and develop
Active Experimentation, in which students use theories to solve problems and make decisions
(Azlinda, 2006).
Richmond and Cummings (2005), has looked into application of Kolb’s theory to
Psychology from University of Nevada-Reno. This research been done via online in which the
questionnaire as well as interactive discussion about the matter were done via online chatting
box. Here, the researchers wanted to investigate how to adapt Kolb’s theory to online
see the effectiveness of learning environment supportive of diverse student learning styles and
learning modes may first want to identify the distribution of the four learning styles of
students enrolled in the educational psychology course (Richmond & Cummings, 2005).
Significant of this research proven that students enjoyment in one class assist the learning
process, thus knowing one student learning style will help to attract the student to focus in the
lesson.
The Dunn and Dunn learning style model (1993) bestow a clinical or
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diagnostic teaching framework. The model is designed and planned based on the theory that
teaching and learning can be carried out to identify the ways (modalities, preferences and
styles) in which an individual student learns best. The findings then can be used, to plan
The Dunn and Dunn Learning Style Model has distinguished several main principles or
principles:
attain statistically higher achievement and attitude test scores in matched, rather
6. Most teachers can learn to use learning styles as a cornerstone of their instruction.
7. Many students can learn to capitalize their learning style strengths when
of instruments in experimental research on learning styles is the Dunn and Dunn and Price
Learning Style Inventory (LSI) for young students and Productivity and Environment
Preference Survey (PEPS) for college students and adults. LSI was developed through content
and factor analysis. The inventory was easy to administer and interpret as they used more than
one hundred dichotomous items, for example, when I really have a lot of studying to do, I like
to work alone. The responses are rated on a five-point likert scale and can be completed in
the administrative and organizational sciences, as well as academic community. For that
matter many researchers have conducted numerous delving to investigate students learning
account unable to assess students learning styles without administering proper learning styles
inventory (Almasa, Parilah & Fauziah, 2005). It has found later (Almasa et al., 2005) that,
students learning styles have been ignored and have been considered an insignificant
component in language learning process. If students use limited learning styles as their
preference, it is more challenging for them to adjust to teachers’ teaching styles ( Chiya,
2003). Thus, teachers may misinterpret students’ lack of attention or hyperactivity in class as
students’ bad attitudes due to no proper evaluation about students preferred learning styles. As
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a consequence, the need to assess the learning style of students becomes obvious in order to
students, yet they are teaching based on their own learning styles and teaching styles.
Investigation into the teaching styles asserts that mismatch between teaching and learning are
continuous, and that this hugely influence students attitudes and motivation (Almasa, Parilah
& Fauziah, 2009). The gap between students learning styles and teachers teaching styles and
the lack instruction on language strategies might hinder students learning (Chiya, 2003).
According to Rao (2002), building the gap between teaching and learning styles can only be
achieved when teachers are first of all, aware of their learners’ needs, capacities, potentials
and learning styles preferences in meeting these needs. Whence, learning styles of students do
not match with teaching style of the instructors (teachers), students may be bored and pay less
attention in the class or lesson, and this will result to poor grade and lead to uninterested in the
learning process.
As what has been mentioned in ‘The role of Styles and Strategies in Second Language
Learning’ article, strategies can be assessed in various ways such as journal or diary entries,
indulge in learning strategies that are appropriate to the material, to the task, and to their own
goals, needs and stage of learning (Skehan, 1989). Research indicates that language learners
at all levels use strategies (Chamot & Kupper, 1989), however most learners are not fully
aware of the strategies they use or the strategies that might be most beneficial to employ.
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A great deal of attention has been given to way individuals learn or understand new
has become a crucial point for students to excavate their own learning styles to able them to
perceive adeptly language learning process. Once the students distinguish and know their own
learning styles they can find suitable activities that suite their learning preference and due to
that will enhance their performance in English subject. Withal, if the students are failing to
identify their preferred or compatible learning styles, they might lose interest in learning
English subjects as they fail to find suitable activities that can boost up their learning interest.
In addition, students study differently, what works well for one learner may not be
useful or favourable for another (Man & Tomoko, 2010). Thence, Man and Tomoko added
that individuals learn in different ways from time to time, from culture to culture and from
context to context, findings of such research can only explain a comparatively small group of
To such a degree, it has become one of the pivotal factors to know students preferred learning
style and to adapt suitable language strategies that can assist the learning process.
What more proficient language learners do not inevitably use identical language
strategies. Even if they use the same strategies, they may end up not using them for the same
principle nor in the same way. Furthermore, no single set of strategies will suite for all
learners or for all tasks (Language-Learning Strategies). Whether the strategies that learners
selected are thriving depends on their choice of learning style preferences and learning
strategies.
language strategies can be derived from identifying the language material that needs to be
learned, distinguish this language material from other material, grouping the material for
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easier learning, practising material through participation in classroom activities and
homework and also by committing the material to memory using techniques such as
Through these wide range of language strategies teachers can assist their students to
use these strategies by modelling how to look up words or how to group material according to
its classified group. Thus, to enhance learning strategies, teachers must know the 6 basic
subsets of language strategies which all of them have been identified by Oxford (1990):
2) Metacognitive strategies refer to strategy that need the students to identify their
own learning style preferences and needs planning for an L2 task, gathering and
and evaluating task success and evaluating the success of any type of learning
3) Memory related strategies help students (learners) to link one L2 concept with
another but do not necessarily involve deep understanding. This enables students
other techniques create learning and retrieval via sounds (rhyming), images
(mental picture of the meaning of the word), a combination of sounds and images
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4) Compensatory strategies are requiring students to guess from the context in
listening and reading, using synonyms and having conversation with missing word
to aid speaking and writing, and strictly for speaking. This strategies support the
students to make up for missing knowledge. Despite this, Cohen (1998) asserted
that compensatory strategies are used for speaking and writing and often known as
5) Affective strategies such as identifying one’s mood and anxiety level, talking
about feelings, rewarding oneself for something good, and using deep breathing or
6) Social strategies are situation where students will ask questions to get verification,
asking for clarification of confusing point, asking for help in doing a language
and social norms tend to help the students to comprehend the target culture as well
as the language.
educators as it lift out burden of trying to figure out the hidden vindications of students lack
of interest in learning English. I have list down four implications for classroom practice;
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assessing styles and strategies in L2 classroom, attuning L2 instruction and strategy
students and last but not least is preparing for and conducting strategy instruction.
benefits a lot as such assessment can give a deeper understanding of styles and strategies that
are used by the students in their learning of English. Besides that, teachers also need to assess
their own learning styles and strategies thus to create awareness of their preferences and
possible biases that they might doing it unintentionally. Teachers can use variety of costless
instruments to assess either theirs or their students preferred learning styles and strategies that
Once teachers apprehend their students’ style preferences, cogently they can
acclimatize their L2 instruction, as well as the strategy teaching that can be interwoven into
language instruction, matched to those style preferences (Oxford, 2003). Without sufficient
attainments regarding their students’ style preferences teachers might not able to
systematically cater instructional variety that are needed by the students as some student
might need more visual presentations, while others might require auditory and to name a few.
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Styles and strategies assist particular student’s ability and willingness to work within
methodology could possibly fit an entire class filled with students who have a range of
stylistic and strategic preferences (Oxford, 2003). Thus teachers should best choose a holistic
instructional approach, notably the best version of the communicative approach that contains
a combined focus on form and fluency to bestow their students learning preferences.
strategy instruction, also they need to find relevant information in print or on the Internet and
have a close networking with specialist in the field to assist them in conducting strategy
instruction in class. For some teachers it might be better to start with small strategy
interventions, such as helping L2 learners to analyze words and guess meaning from the
context when they are doing reading exercise, rather than with full-scale strategies-based
instruction involving a vast array of learning strategies and the four language skills that are
1.6 CONCLUSION
will facilitate teachers as well as school administration. The outcomes will provide the
language. Besides that, it will enlighten them that there are more than one learning styles or
strategies in learning (Azlinda, 2005). As a result, students will have sense of responsibility
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for their own learning and in the same time they may want to adopt other learning styles and
What more, by knowing and implementing suitable learning styles and learning
strategies will also benefits English teachers as it will give egregious opportunity for English
teachers to understand their students learning styles and execute learning strategies better, as
it will make them aware that variety of learning styles and learning strategies do exist in their
classrooms. In addition it will enhance teachers teaching styles as teachers will approach their
lessons differently by using appropriate instructions activities and materials that will proffer
according to students learning styles, as a successful teaching and learning process will be the
Withal, the school administration will also be beneficial as it will apprise the variety of
learning styles and strategies that students adapt in learning language. The information can
help administrator to establish courses, activities or instructional materials that suite students
learning styles. On the other hand, it will make the administrators realize that there is a need
for them to look into the problems regarding students’ performance in English and due to that,
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