Learning-style preference of ESL students

Students’ learning styles have been ignored and have been considered as an insigniÞcant component in the learning process (Rita Dunn, 1993). Dunn said that lecturers cannot identify student’s styles without using a multidimensional instrument. Lecturers are not aware of their own learning styles and...

Full description

Bibliographic Details
Main Authors:	Almasa Mulalic, Parilah Mohd Shah, Fauziah Ahmad
Format:	Article
Language:	English
Published:	Penerbit Universiti Kebangsaan Malaysia 2009
Online Access:	http://journalarticle.ukm.my/1485/ http://journalarticle.ukm.my/1485/ http://journalarticle.ukm.my/1485/1/ALMASA_1.pdf

id	ukm-1485
recordtype	eprints
spelling	ukm-14852016-12-14T06:29:35Z http://journalarticle.ukm.my/1485/ Learning-style preference of ESL students Almasa Mulalic, Parilah Mohd Shah, Fauziah Ahmad, Students’ learning styles have been ignored and have been considered as an insigniÞcant component in the learning process (Rita Dunn, 1993). Dunn said that lecturers cannot identify student’s styles without using a multidimensional instrument. Lecturers are not aware of their own learning styles and their learning style preferences may differ from that of their students. As such, they are unable to assess students’ learning styles without administering proper learning styles inventory. Since little attention has been paid to how learners learn and how teachers teach in many institutions, this research attempts to determine the learning styles of the students, and the differences in their learning styles according to gender and ethnicity. This research also aims is to determine the Perceptual Learning Style (PLS) of ESL students and to analyse differences in learning styles regarding student’s demographic factors such as gender and race. In this research, the PLS preferences of ESL students was assessed using the PLSPQ research instrument, which Peacock (2001) reported to be of high reliability. In order to familiarise the readers with the larger picture in determining learning styles, some other relevant research instruments are summarised. One hundred and sixty (N=160) students from UNITEN were selected as respondents using the stratiÞed random sampling techniques. Seventy-four female students (46.3%) and eighty-six male students (53.8%) participated in the research. The racial composition of the samples was 56 Malays (35.0%), 52 Chinese (32.5%) and 52 Indian (32.5%). Results revealed that the dominant learning styles of ESL students yielded the following results. In general, students preferred the Kinaesthetic learning style and expressed minor preference for Visual, Auditory, and Group Learning Penerbit Universiti Kebangsaan Malaysia 2009-07 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/1485/1/ALMASA_1.pdf Almasa Mulalic, and Parilah Mohd Shah, and Fauziah Ahmad, (2009) Learning-style preference of ESL students. AJTLHE: ASEAN Journal of Teaching and Learning in Higher Education, 1 (2). pp. 9-17. ISSN 1985-5826 http://www.ukm.my/jtlhe/
repository_type	Digital Repository
institution_category	Local University
institution	Universiti Kebangasaan Malaysia
building	UKM Institutional Repository
collection	Online Access
language	English
description	Students’ learning styles have been ignored and have been considered as an insigniÞcant component in the learning process (Rita Dunn, 1993). Dunn said that lecturers cannot identify student’s styles without using a multidimensional instrument. Lecturers are not aware of their own learning styles and their learning style preferences may differ from that of their students. As such, they are unable to assess students’ learning styles without administering proper learning styles inventory. Since little attention has been paid to how learners learn and how teachers teach in many institutions, this research attempts to determine the learning styles of the students, and the differences in their learning styles according to gender and ethnicity. This research also aims is to determine the Perceptual Learning Style (PLS) of ESL students and to analyse differences in learning styles regarding student’s demographic factors such as gender and race. In this research, the PLS preferences of ESL students was assessed using the PLSPQ research instrument, which Peacock (2001) reported to be of high reliability. In order to familiarise the readers with the larger picture in determining learning styles, some other relevant research instruments are summarised. One hundred and sixty (N=160) students from UNITEN were selected as respondents using the stratiÞed random sampling techniques. Seventy-four female students (46.3%) and eighty-six male students (53.8%) participated in the research. The racial composition of the samples was 56 Malays (35.0%), 52 Chinese (32.5%) and 52 Indian (32.5%). Results revealed that the dominant learning styles of ESL students yielded the following results. In general, students preferred the Kinaesthetic learning style and expressed minor preference for Visual, Auditory, and Group Learning
format	Article
author	Almasa Mulalic, Parilah Mohd Shah, Fauziah Ahmad,
spellingShingle	Almasa Mulalic, Parilah Mohd Shah, Fauziah Ahmad, Learning-style preference of ESL students
author_facet	Almasa Mulalic, Parilah Mohd Shah, Fauziah Ahmad,
author_sort	Almasa Mulalic,
title	Learning-style preference of ESL students
title_short	Learning-style preference of ESL students
title_full	Learning-style preference of ESL students
title_fullStr	Learning-style preference of ESL students
title_full_unstemmed	Learning-style preference of ESL students
title_sort	learning-style preference of esl students
publisher	Penerbit Universiti Kebangsaan Malaysia
publishDate	2009
url	http://journalarticle.ukm.my/1485/ http://journalarticle.ukm.my/1485/ http://journalarticle.ukm.my/1485/1/ALMASA_1.pdf
first_indexed	2023-09-18T19:33:27Z
last_indexed	2023-09-18T19:33:27Z
_version_	1777405114131152896

Learning-style preference of ESL students

Similar Items