INTRODUCTION
Overview
This chapter outlines the rationale and objectives of the research, beginning with an overview of existing studies on the alignment and discrepancies between teaching and learning styles It then presents the rationale and background information on the teaching and learning environment at the School of Foreign Languages - Thai Nguyen University (SFL-TNU) Lastly, the chapter will detail the research objectives and its overall structure.
Rationale of the study
Motivating students and engaging them in lessons is a primary concern for teachers, but achieving this is challenging due to the diverse ways students learn, such as through visual, auditory, and kinesthetic methods Additionally, teachers have varying instructional styles, including lecturing, demonstrating, and emphasizing memorization A student's learning effectiveness is influenced by their innate abilities and prior knowledge, as well as the alignment between their learning preferences and the teacher's methods According to Reid (1998), effective teaching requires consideration of students' needs, interests, and learning styles.
It is clear that individuals cannot excel and achieve optimal results in areas that do not align with their interests, and this principle applies equally to education The most effective outcomes are unlikely to occur if students, who are now viewed as the focal point of the teaching and learning process, do not find enjoyment and satisfaction in their educational activities.
Understanding students' diverse learning styles is crucial for effective teaching, as mismatched instructional methods can hinder their learning potential Research indicates that when teachers adapt their strategies to align with students' learning preferences, it enhances the overall educational experience and boosts academic performance Learning style theories serve as a valuable framework for educators, enabling them to implement a variety of instructional approaches tailored to meet the unique needs of each student This alignment between teaching and learning styles not only fosters a more inclusive classroom environment but also leads to improved student outcomes.
A significant mismatch between teaching and learning styles can hinder students' learning experiences (Willing, 1985, cited in Nunan, 1998) This discordance may lead to students feeling bored and inattentive, resulting in poor test performance and discouragement about the subject matter (Felder & Silverman, 1988; Godleski, 1984; Oxford et al., 1991) Ultimately, students may conclude they lack aptitude in the subject and choose to disengage from the course altogether (Felder & Silverman, 1988).
Instructors facing challenges such as low test scores, disengaged or hostile classrooms, poor attendance, and high dropout rates may become overly critical of their students or start to doubt their own teaching abilities.
Research by Willing (1988) indicates that aligning teaching styles, methodologies, and course organization with learners' preferred learning styles can enhance learner satisfaction and achievement Despite this, the relationship between learning styles and teaching methods has not been thoroughly explored at SFL-TNU, prompting the need for this study.
As stated above, styles in teaching and learning play a crucial role in the success of both teachers and learners Previous research in this field has shown that
The mismatch between teachers' teaching styles and learners' learning styles can lead to student frustration and demotivation, significantly impacting their performance In light of the current teaching and learning environment at the School of Foreign Languages - Thai Nguyen University (SFL-TNU), this study aims to explore the preferences of both teachers' and students' styles to determine their alignment The findings will be analyzed to address the gap between teaching and learning processes Recommendations will be provided for both teachers and students to enhance the overall quality and experience of education at SFL-TNU.
English Languages Teaching and Learning at School of Foreign
SFL-TNU is a leading language training institution in Northern Vietnam, offering courses in five languages: English, French, Chinese, Russian, and Korean, with English being the most widely taught language.
The School of Foreign Languages (SFL) offers two primary majors in English: English Education and English Language Students pursuing English Education are trained to become English teachers for secondary and high schools, while those studying English Language enjoy broader career opportunities in non-governmental organizations and foreign companies Most students at SFL come from similar backgrounds, primarily hailing from rural areas in Northern Vietnam.
Under the 2020 Foreign Language Project, SFL-TNU has established a graduation requirement mandating students to attain a C1 level in English, as outlined by the Common European Framework of Reference for Languages This requirement presents a significant challenge for English language teaching and learning at the institution.
At SFL-TNU, the Communicative Language Teaching approach is primarily utilized to enhance students' communicative competence in learning English The training program emphasizes the development of vocational and 21st-century skills, requiring students to complete six semesters focused on essential English skills: speaking, listening, reading, and writing To optimize learning, the program reduces theoretical instruction in favor of hands-on experiences A unique aspect of the curriculum includes project-based courses, where students collaborate in small groups to execute real projects, such as creating a magazine, performing a drama, or producing films throughout the semester.
The academic staff at SFL-TNU is exceptionally qualified, with the majority holding Master's degrees in English Language and English Language Teaching Methodology They are known for their open-mindedness, support for students, and innovative approaches to incorporating new teaching methods and trends into their curriculum.
Despite the efforts of academic staff and school managers to enhance student capabilities and performance, the outcomes remain unsatisfactory Recent certification test results revealed that out of 250 final-year students, only 15 achieved the C1 level required for university graduation, while many scored at the B1 and B2 levels, indicating pre-intermediate and intermediate proficiency This situation has prompted a critical examination of the underlying causes of these disappointing student performances.
Objectives of the study
The objectives of this study are as the following:
1 To identify teaching and learning style preferences of teachers and students at School of Foreign Languages - Thai Nguyen University
2 To examine the degree of match and mismatch between their styles
3 To provide correct insights to English language teaching and learning at SFL-TNU
Research questions
The research questions of this study are as follow:
1 What are students’ preferred learning styles?
2 What are teachers’ preferred teaching styles?
3 To what extend do teachers’ teaching styles match or mismatch with students’ learning styles
These questions play a crucial role in the data collection and analysis process of this study.
Structure of the study
This thesis comprises six chapters, beginning with an introduction to the theories surrounding the alignment of teaching and learning styles, the context at the School of Foreign Languages, TNU, and the study's rationale, objectives, and structure Chapter 2 reviews pertinent literature, focusing on learning styles, teaching styles, their interrelationship, and previous research in this area Chapter 3 outlines the research methodology, detailing the conceptual framework, research questions, methods, and procedures In Chapter 4, quantitative and qualitative data from both teachers and students are presented Chapter 5 discusses and interprets the research findings, while Chapter 6 offers implications for language teachers and students at the School of Foreign Languages, TNU, along with the study's limitations and suggestions for future research.
LITERATURE REVIEW
Overview
Chapter one has outlined the background, rationale, and objectives of this research This section will review literature concerning learning styles, teaching styles, and their interconnected relationship.
This article explores learning styles, beginning with their definitions and theoretical models, while also addressing their relevance to Vietnamese culture It then shifts focus to teaching styles, detailing their definitions and the factors that influence them A thorough analysis of the interplay between teaching and learning styles follows, culminating in a review of significant research within this domain.
Theoretical background
In recent years, the focus on learning styles has gained significant attention from researchers and educators, highlighting the importance of effective teaching methods for student success Renowned learning styles expert Rita Dunn emphasized that merely increasing testing does not lead to improved academic achievement; instead, meaningful changes in instruction are crucial Today, education increasingly recognizes the diverse ways students learn and the impact of this understanding on achieving academic success (Collinson, 2000).
Recent studies highlight that teachers gain significant advantages by understanding how students learn and the impact this has on their teaching methods (Evan and Waring, 2006).
The complexity of learning styles is heightened by the growing number of theories and models aimed at understanding them, which, despite sharing a common theoretical foundation, exhibit notable differences According to Collison (2000), these theories generally agree that learning styles result from a blend of cognitive, affective, and physiological factors, shaping each student's unique approach to effective learning.
Despite the acknowledgment of diverse learning styles among students, many teachers continue to rely on a singular teaching approach based on their personal beliefs Those with limited awareness of these varying styles often default to a predominant method, as highlighted by Evan and Waring's 2006 study, which revealed that most teachers prioritize information transmission over fostering students' comprehension Research consistently shows that no single teaching strategy guarantees success for all learners Therefore, it is crucial for educators to understand the importance of recognizing individual differences among students and to implement a variety of instructional methods that cater to these diverse needs.
Learning styles refer to the preferred methods individuals use to learn, encompassing their favored ways of receiving, absorbing, processing, and retaining information In the context of language acquisition, understanding these styles is crucial for effective teaching and learning strategies.
8 students‟ preferred approach to language learning So far, there have been more than 200 definitions of learning styles Some of them are as the following:
Table 2.1 Definitions of learning styles
Learning styles encompass four primary aspects: cognitive, affective, physiological/sensory, and behavioral Cognitive learning styles reflect the preferred mental functioning of learners, while affective learning styles relate to the attitudes that shape learners' attention Physiological/sensory learning styles pertain to the sensory and perceptual tendencies of individuals, and behavioral learning styles involve the inclination to seek environments that align with one's unique learning patterns.
“Learning styles are internally based characteristics, often not perceived or consciously used by learners, for the intake and comprehension of new information.” (Reid, 1998, p ix)
“The term learning style refers to the general approach preferred by the student when learning a subject, acquiring a language, or dealing with a difficult problem.” (Oxford, 2003, p 273)
Learning style encompasses a blend of environmental and perceptual preferences that affect our sensory needs, cognitive variables that shape our understanding and organization of information, and social preferences influenced by cognitive, personality, and emotional factors that guide our behavior in learning contexts.
2.2.2 Different theories and models of learning styles
Experienced educators recognize that students have unique sensory preferences that influence how they process new information, which in turn motivates them to achieve their academic potential It is crucial for students to understand their own learning styles, as each individual may possess one or more styles shaped by both innate traits and environmental factors This understanding underscores the idea that while some learning styles are inherent, others can be developed through experience and education.
Each learner should be encouraged to recognize and experiment with various learning styles in addition to their innate preferences Kinsella (1995) defines a learning style as an individual's natural and preferred method of absorbing, processing, and retaining new information, which remains consistent regardless of teaching approaches Similarly, Cornett (1983) describes learning style as a consistent behavior pattern with individual variability, providing a general direction for learning behavior Overall, learning styles serve as a framework for understanding how learners prefer to receive and engage with information.
Over the past century, numerous theories and models of learning styles have emerged, with over one hundred published between 1902 and 2002 Although these models share a common theoretical foundation, each offers a distinct perspective, concentrating on the preferences and abilities of students (Hall & Moley).
While it's not feasible to cover every learning model due to their diversity, it's important to highlight key models such as Kolb's Learning Model and the Gregorc Learning Style Model, which play a significant role in understanding different approaches to learning.
Multiple Intelligences, the Myers - Briggs Type Indicator, and Dunn and Dunn learning styles model
Jung's theory of psychological types posits that all conscious mental activities occur through two perception processes—sensing and intuition—and two judgment processes—thinking and feeling Individuals who rely on sensing perceive the world through their senses, focusing on tangible realities, while those who use intuition are more attuned to abstract concepts and mental images In terms of judgment, thinking involves making decisions based on logic and analysis, whereas feeling emphasizes a subjective, empathetic approach to decision-making.
Kolb's learning style theory, rooted in Jung's psychological types, categorizes learners into four distinct types based on their preferences for processing and internalizing information, as noted by Felder (1996) This model distinguishes between those who favor concrete experiences and those who lean towards abstract conceptualization for information intake Additionally, it differentiates learners based on their methods of internalization, with some engaging in active experimentation and others practicing reflective observation These preferences combine to form four learning styles: accommodators, diversers, assimilators, and convergers (Loo, 2004) Kolb's model presents a four-stage cycle that systematically guides students from concrete experiences to the development of concepts.
This is a model, based in phenomenological research as well as Kolb‟s experiential learning cycle, that defines learning style as “distinctive and observable
11 behaviors that provide clues about the mediation abilities of individuals and how their minds relate to the world and, therefore, how they learn” (Gregorc, 1979, p
Gregorc asserts that people possess inherent learning predispositions characterized by four bipolar mind qualities: abstract and concrete perception, sequential and random ordering, deductive and inductive processing, and separative and associative relationships The Gregorc Style Delineator (GSD) quantifies the first two qualities, providing scores from 10 to 40 across four learning styles: Concrete-Sequential (CS), Abstract-Sequential (AS), Abstract-Random (AR), and Concrete-Random (CR), with a total possible score of 100 He explains that Concrete and Abstract qualities are distinct from Sequential and Random qualities While these scores reflect an individual’s natural tendencies, they also suggest that individuals can enhance their less dominant mind qualities.
Howard Gardner developed the theory of multiple intelligences in response to the inadequacy of a single measure for assessing intelligence, as noted by Denig (2004) This theory has gained traction among researchers and educators, emphasizing that a one-size-fits-all approach to education often neglects the diverse needs of students Gardner identifies at least eight intelligences: linguistic, logical-mathematical, spatial, kinesthetic, musical, interpersonal, intrapersonal, and naturalistic, with a potential ninth intelligence, existential The validity of these distinctions is supported by research in child development, cognitive skills affected by brain damage, psychometrics, and the evolution of cognition across different cultures and historical contexts.
A variety of these intelligences characterize most people, but at varying levels of
Literature review of related studies
2.3.1 The relationship between teaching and learning styles
2.3.1.1 Matches between teachers’ teaching styles and learners’ learning styles
Educators have been increasingly interested in learning styles and related instruments for assessments, pedagogical techniques and instructional models (Hall
Research shows that teachers who understand their students' learning styles can significantly enhance their instructional effectiveness and assessment practices By recognizing individual learning preferences and needs, educators can foster a more positive perception of students' abilities, leading to the development of differentiated instructional strategies and personalized interventions Additionally, implementing learning styles-based instructional methods helps create a supportive learning environment, reflects genuine concern for students, and encourages a passion for learning.
Learning style theories are essential for educators to understand the diverse learning needs of their students These theories provide a framework that enables teachers to develop and implement a variety of instructional methods tailored to enhance student engagement and effectiveness in the classroom.
Effectively aligning teaching methods with students' learning styles does not require the use of distinct activities for each style Instead, it emphasizes the importance of adapting instructional presentation and development to accommodate the diverse learning preferences of students.
Research indicates that while some teachers may be reluctant to change their teaching methods, providing them with practical tools can significantly enhance their willingness to incorporate learning styles into their instruction Noble (2004) found that teachers who adapted their strategies according to various learning styles observed improved performance in both students with and without disabilities This suggests that with the right information and support, teachers are likely to embrace diverse instructional strategies aimed at addressing different learning styles, ultimately leading to better academic outcomes for their students (Honigsfeld & Schiering, 2004; Noble, 2004; Rosenfeld & Rosenfeld, 2008).
Moticational theory: The need of matching teaching and learning styles:
Language learners' motivation significantly influences their learning outcomes, including input intake, skill retention, strategy usage, and classroom engagement (Trang & Baldauf, 2007) Research indicates that teacher-related factors are major contributors to student demotivation, with Jones (2006) highlighting that teachers' personalities and teaching styles play a crucial role Furthermore, Bowen and Madsen (1987) assert that teaching style is a key determinant of student motivation Ebata (2009) emphasizes that since external motivational factors are within teachers' control, they must be mindful of their teaching approaches to foster a positive learning environment.
Numerous studies on learning styles indicate that students are more motivated and achieve greater success when taught in their preferred learning methods (Reid, 1987; Carbo & Hodges, 1988; Nelson, 1995; Kinsella, 1995; Hyland, 1993; Tudor, 1996) Conversely, when there is a mismatch between teaching styles and students' preferred learning styles, their language acquisition can be negatively impacted (Reid, 1987; Cotazzi, 1990; Oxford, Hollaway, & Horton).
Murillo, 1992; Felder, 1995; Stebbins, 1995; Jones,1997; Ehrman, 1996; Littlewood, Liu, & Yu, 1996, Peacock, 2001; Tuan, 2011).Oxford and Lavine
Understanding students' preferred learning styles is crucial for teachers, as mismatches can lead to anxiety and negative responses towards the teacher and subject matter (Dunn, 1990; Kinsella, 1992) By being aware of these styles, educators can better address course-related challenges and reduce student frustration Reid (1996) emphasizes that aligning teaching and learning styles promotes equal educational opportunities and fosters self-awareness among students Additionally, Peacock (2001) highlights that this alignment can motivate students to engage more actively in their learning both inside and outside the classroom.
2.3.1.2 Mismatches between teachers’ teaching styles and learners’ learning styles
Opponents of matching teaching and learning styles argue that empirical evidence is unclear and that learning style assessments may lack validity and reliability A review by Coffield et al (2004) of 13 learning style models revealed that empirical studies yield contradictory results Similarly, Smith et al (2002) found that among 18 studies, half supported the matching hypothesis, while the other half indicated that mismatches could enhance teaching effectiveness Reynolds (1997) conducted eight studies, with mixed results: five supported matching and three opposed it Ford & Chen (2001) concluded from their three studies that matching could lead to improved achievement, but noted that the relationship is complex and influenced by factors such as gender and various learning forms.
Coffield et al (2004) highlight the often-overlooked significance of subject matter in the context of matching and mismatching learning and teaching styles, particularly in second or foreign language classrooms They argue that empirical studies opposing matching theory may not accurately reflect these dynamics in such settings Oxford and Lavine (1992) note that practical constraints can hinder the feasibility of aligning teaching and learning styles, and achieving perfect alignment is challenging They caution that both teachers and students might miss out on the "hidden benefits" of mismatched styles, as deliberate mismatching can help learners develop essential compensation skills for navigating diverse situations, such as in the business environment Moreover, Felder (1995) suggests that preferred teaching styles may not always align with optimal learning strategies, potentially limiting students' opportunities to broaden their learning styles essential for future growth Advocates of deliberate mismatching emphasize its potential advantages in fostering adaptability and resilience in learners.
By incorporating diverse teaching methods, educators can create "constructive friction" that keeps students engaged and encourages them to take responsibility for their learning journey Kolb (1984) asserts that intentionally introducing mismatches in the learning process helps students confront tension and conflict, ultimately fostering personal growth and enhancing creativity.
Joyce, Weil, and Calhoun (2015) along with Hunt (1971) highlight that when the learning environment aligns with learners' developmental stages, it can lead to complacency, hindering their ability to assimilate new information and develop new conceptual frameworks Similarly, personalistic psychologist Carl Rogers (1982) argues that learners often restrict themselves to familiar domains where they feel secure Furthermore, Joyce, Weil, and Calhoun (2015) note that many developmental stage theories, including those by Erikson (1950), Harvey, Hunt, and Schroeder (1961), and Piaget (1952), underscore this phenomenon.
Accommodations are vital for achieving higher levels of development, as highlighted by Piaget's (1952) cognitive child development theory, which emphasizes that the assimilation of new information necessitates adjustments that facilitate progression through developmental stages However, individuals may experience stagnation while advancing through these stages Joyce et al (2015) argue that adequate accommodation is essential for transitioning to new stages, requiring learners to release their current limitations to embrace the fundamentals of the next level This process involves confronting challenges to foster new competencies Additionally, they reference Vygotsky's (1978) zone of proximal development (ZPD) theory, suggesting that conceptual understanding should be slightly beyond learners' comfort zones, ensuring it remains manageable To optimize learning, Joyce et al advocate for teachers to provide scaffolding through encouragement and academic support, creating an optimal mismatch that enhances learners' capacities.
Understanding students' preferred learning styles is crucial for effective curriculum design, teacher training, and material development Teachers must recognize their own teaching styles to avoid significant mismatches with students' learning preferences While aligning teaching and learning styles can enhance student outcomes, the effectiveness may vary based on subject matter and student levels Additionally, intentional mismatches can foster constructive conflicts that promote personal growth and creativity in students However, there is a notable lack of empirical research on the impact of matching or deliberately mismatching learning and teaching styles in second or foreign language classrooms.
2.3.2 Previous studies on the match and mismatch between teaching styles and learning styles
To gain a comprehensive understanding of the advancements in teaching and learning styles, this article reviews three significant studies that explore their interconnected relationship.
In 1985, Willing conducted a survey of 517 ESF learners in Australia to investigate their learning preferences using a thirty-item questionnaire The results revealed a preference for traditional, teacher-centered activities over communicative, learner-centered approaches Students favored activities such as teacher explanations, error correction, and conversation practice, while expressing boredom with listening to cassettes, self-discovery of errors, and the use of pictures and videos.
METHODOLOGY
Overview
This study aims to explore the alignment between teachers' teaching styles and students' learning style preferences at the School of Foreign Languages, Thai Nguyen University, focusing on the degree of match or mismatch between the two.
This chapter outlines the study's design, beginning with its conceptual framework It addresses key components such as research questions, methods, setting, participants, and the research procedure Finally, it details the instruments used for data collection in the study.
Conceptual Framework
The conceptual framework of this study, illustrated in figure 3.1, emphasizes the significant impact of teachers' teaching styles on students' learning motivation and achievement Research indicates that students are more motivated when their preferred learning styles align with instructional methods Conversely, a serious mismatch between teaching and learning styles can result in learning failure, frustration, and demotivation.
Figure 3 Conceptual Framework of the Study
Learning style preferences of students at School of Foreign
Learning style preferences of students at School of Foreign Languages, TNU
Implication for Teaching and Learning at SFL-TNU
Research method
This research employs a combination of qualitative and quantitative methods to effectively investigate the research questions As noted by Madey (1987), the intrinsic qualities of each method enhance one another when used together Creswell and Clark (2007) further emphasize that integrating both research designs yields more comprehensive insights into research problems Additionally, Gay, Mills, and Airasian (2006) highlight that qualitative methods clarify what is being studied, while quantitative methods explain how it occurs In this study, a quantitative approach is utilized through a questionnaire survey targeting both teachers and students, complemented by semi-structured interviews with teachers as part of the qualitative design.
This method focuses on collecting and analyzing numerical data to describe and investigate general conditions and relationships According to Gay, Mills, and Airasian (2006), there are five major approaches: descriptive research, correlation research, causal-comparative research, experimental research, and single-subject research Descriptive research addresses the current status of the research subject, while correlation research examines relationships between variables The causal-comparative approach identifies differences among individuals, and experimental research seeks to establish cause-and-effect relationships Finally, the single-subject approach explores behavioral changes in individuals resulting from applied treatments.
In this type, such numerical indices as tests or surveys are usually utilized Additionally, quantitative method involves large and random sample and it often
31 begins with a specific research question or hypothesis from the literature review section
This study investigates students' preferred learning styles and examines the gap between these preferences and teachers' teaching styles Utilizing a survey methodology, the research employs a quantitative approach, with data collected through a structured questionnaire.
Qualitative research aims to gain insights into teaching and learning activities from the participants' perspectives, emphasizing the quality of the subject matter rather than making assumptions This method typically involves a limited number of participants, chosen according to the specific goals of the researcher.
This study utilizes semi-structured interviews with teachers and students to gain valuable insights into their preferences for teaching and learning styles, as well as their perceptions of these approaches.
Participants
The study involved 150 English majors from the School of Foreign Languages at Thai Nguyen University, comprising students from both the English Education Class and the English Bachelor Class While the two groups share similar academic experiences during their first four semesters, their vocational orientations differ; English Education students are primarily prepared to become English teachers, whereas English Bachelor students have a broader range of career options, including roles in non-governmental organizations and foreign companies.
32 point out that none of the participants have received any training with regard to learning styles
In a study involving 150 students, only 6% were male while a significant 94% were female, highlighting a gender imbalance attributed to the limited number of male students at the university Most participants reported having nine or more years of English study experience.
The researcher engaged five teachers who instruct specific student groups to gather insights on their instructional style preferences and perceptions of students' learning styles Notably, all participating teachers completed a training course from the British Council, which included a module on learning styles Most of these educators have a minimum of two years of English teaching experience, with three holding Master's degrees and two currently pursuing their degrees at the University of Languages and International Studies in Hanoi.
Research Procedure
Data of this research were collected through the questionnaire and the follow-up interviews Most of the data was narrative and descriptive
To explore the learning style preferences of students at SFL-TNU, a self-reported questionnaire was utilized In 2015, Dr Wai Lam Heidi Wong conducted research to analyze the learning style preferences of community college students in Hong Kong He adapted Reid's (1984) Perceptual Learning Style Preferences Questionnaire, modifying it to align with the educational context of Hong Kong.
In this study, Wai Lam Heidi Wong‟s questionnaire which he called “English Language Learning Style Preferences Questionnaire” was employed because the
Teaching and learning environments in Hong Kong and Vietnam exhibit notable similarities, with students from both countries displaying common learning characteristics typical of Asian students A modified questionnaire was distributed to 150 participants in the study Subsequently, to gain deeper insights into their learning style preferences and assess the accuracy of the questionnaire in reflecting their true needs, semi-structured interviews were conducted with 20 students based on the questionnaire results.
A self-reported questionnaire was administered to teachers, aligned with the students' questionnaire, to gain insights into their teaching styles and understanding of student needs This was complemented by semi-structured interviews with all participating teachers.
3.6.2.1 Data collection instruments from students
In this study, the modified Perceptual Learning Styles Preferences Questionnaire (PLSPQ), originally developed by Reid in 1984 and adapted by Dr Wai Lam Heidi Wong, was utilized to gather students' background information and assess their learning style preferences Dr Wong's modifications aimed to tailor the questionnaire for the Asian educational context while enhancing its reliability and validity To ensure clarity and effectiveness, the revised questionnaire was administered to 15 students enrolled in Higher Diploma and Associate Degree Programs at a community college in Hong Kong, and feedback was also solicited from college instructors.
The Perceptual Learning Style Preference Questionnaire (PLSPQ), created by Joy Reid in 1984, is designed to explore the learning style preferences of foreign and second language learners This questionnaire comprises 30 questions and employs a five-point Likert scale, with responses ranging from "Strongly disagree" to "Strongly agree."
In Wong's adapted version, a six-point scale was utilized in the questionnaire, ranging from (1) strongly disagree to (6) strongly agree This approach aimed to minimize neutral responses and encourage students to accurately assess their feelings.
The second modification to the questionnaire involved rephrasing, as Reid's original wording posed comprehension issues for students To address this, Wong included additional examples for each statement For example, students expressed that the statement “I learn better when I make something for a class project” was unclear and challenging to understand.
The revised statements emphasize the importance of active learning in educational settings For instance, the phrase “I learn better when I create something for a class project” illustrates this through the example of “Collecting and summarizing readings for a class project.” Similarly, the statement “When I engage in activities during class, my learning improves” is enhanced with the example of “Jotting down vocabulary meanings, rather than solely relying on teacher handouts.” Additionally, the assertion “I learn better by reading than by listening” highlights the preference for reading as a more effective learning method.
Many students feel they grasp language concepts, such as grammar, more effectively through written notes than through oral explanations This sentiment led to the modification of certain phrases that students found confusing, such as “doing things” or “listening to someone.” For instance, the phrase “I enjoy learning in class by doing experiments” was changed to “I enjoy learning in class by doing practical work,” which more accurately reflects classroom activities like practicing citation techniques rather than relying solely on referencing manuals This adjustment acknowledges that the term “doing experiments” is not commonly used in the context of language learning in Asia.
Students often relate their learning experiences to hands-on experiments in Science classes The phrase “I learn better by reading what the teacher writes on the chalkboard” has evolved to “I learn best by reading what the teacher writes on the board and/or PowerPoint presentations,” reflecting the integration of technology in higher education.
Wong has revised eighteen statements from the PLSPQ by incorporating relevant examples and altering the wording to enhance their applicability within the teaching and learning context in Asia.
Wong's analysis of student feedback on the questionnaire revealed that several questions were repetitive, leading to potential confusion in providing accurate responses For example, the statements “I understand better when I read instructions” and “When I read instructions, I remember them better” were found to be very similar, as were “I get more work done when I work with others” and “In class, I learn best when I work with others.” As a result, he opted to eliminate these redundant statements, ultimately removing six out of the thirty questions in the PLSPQ.
Wong's updated questionnaire introduces significant changes by incorporating new learning styles alongside perceptual learning styles, specifically independent, dependent, analytic, and teacher-modeling learners Independent learners thrive on self-directed study and enjoy tackling problems on their own, while dependent learners favor a teacher-centered approach, relying on instructors to provide structured guidance and resources Analytic learners are drawn to activities that challenge their cognitive skills and require critical thinking In contrast, teacher-modeling learners benefit from direct examples and illustrations provided by teachers, as they prefer to learn through demonstration.
In this study, the researcher decided not to include four learning styles in the questionnaire due to limited time and human resources for a large-scale research effort Additionally, including too many questions could lead to respondent fatigue, potentially compromising the validity and reliability of their answers As a result, the questionnaire comprises a total of 24 question items.
Prior to administering the questionnaire, the researcher clearly articulated its purpose and provided detailed instructions on how to complete it, ensuring that students understood their responses would remain confidential and anonymous As students filled out the questionnaire, the researcher circulated the classroom to offer assistance as needed To facilitate further engagement, she also collected contact information from those interested in participating in follow-up interviews.
After having collected information regarding to students learning style preferences in the questionnaire, the researcher arranged an in-depth interview with
Data analysis
The study primarily relies on data gathered from questionnaires and semi-structured interviews with both teachers and students, where the questionnaires yield quantitative data, while the interviews offer qualitative insights.
To analyze students' learning style preferences and teachers' teaching style preferences, the study utilized the Statistical Package for the Social Sciences (SPSS) Version 17.0.
The questionnaire comprises six categories, each containing four questions tailored to different learning and teaching styles: visual (questions 1, 8, 15, and 21), auditory (questions 2, 7, 16, and 22), kinesthetic (questions 3, 9, 13, and 17), tactile (questions 4, 10, 14, and 18), individual (questions 6, 12, 20, and 24), and group (questions 5, 11, 19, and 23) Respondents indicate their preferences by circling a numerical value corresponding to each question item, as detailed in the accompanying table.
Table 3.1.The Likert Scale of the Learning Style Questionnaire and the
Moreover, in attempt to identify students‟ major/minor learning styles and teachers‟ major/minor teaching styles, the research adapted Reid‟s preference
39 classification Each learning/teaching style is calculated with a numerical value as in the following table
Table 3.2 The Major, Minor and Negative Learning/Teaching Styles
Learning/Teaching style preferences Major Minor Negative
After analyzing the numerical values assigned by students and teachers to various learning and teaching styles in the questionnaires, the researcher categorized these results to identify the preferred styles among both groups.
This study's qualitative data is derived from semi-structured interviews with students and teachers, which were recorded and transcribed, with translations into English as needed The analysis process followed the methodology proposed by Gays, Mills, and Airasian.
(2006) as shown in the following chart
Figure 3.2 Qualitative data analysis procedure
Following interviews with both students and teachers, the researcher analyzed the transcripts by reading and writing memos to gain a comprehensive understanding of the collected data This information was then examined in detail and categorized into distinct groups Ultimately, conclusions were drawn in relation to existing literature on teaching and learning styles.
Chapter summary
In this chapter, the conceptual framework of the study has been described with regard to the aims of the research Moreover, research questions, methods,
41 setting and participants, and research procedure have also been discussed Finally, the chapter provided information about research instruments and data analysis process