Perceived and preferred teaching styles (methods) of English for Specific Purposes (ESP) students

This study aims to identify the dominant teaching styles of the English Language lecturers as perceived by the students. This study also investigates the perception and preference of the students with respect to their English language lecturers’ teaching styles. Comparisons were made between (i)...

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Main Authors:	Norzila Abdul Razak, Fauziah Ahmad, Parilah Mohd Shah
Format:	Article
Language:	English
Published:	Journal of Faculty of Social Sciences and Humanities. Universiti Kebangsaan Malaysia 2007
Online Access:	http://journalarticle.ukm.my/1542/ http://journalarticle.ukm.my/1542/ http://journalarticle.ukm.my/1542/1/fauziah07.pdf

id	ukm-1542
recordtype	eprints
spelling	ukm-15422016-12-14T06:29:44Z http://journalarticle.ukm.my/1542/ Perceived and preferred teaching styles (methods) of English for Specific Purposes (ESP) students Norzila Abdul Razak, Fauziah Ahmad, Parilah Mohd Shah, This study aims to identify the dominant teaching styles of the English Language lecturers as perceived by the students. This study also investigates the perception and preference of the students with respect to their English language lecturers’ teaching styles. Comparisons were made between (i) male and female students’ perceptions with respect to their lecturers’ teaching styles (ii) male and female students’ preferences with respect to their lecturers’ teaching styles and (iii) the students’ perceptions and preferences with respect to their lecturers’ teaching styles. The teaching styles mentioned are based upon Grasha’s Model (1996) consisting of Expert style, Formal Authority style, Personal Model style, Facilitator style and Delegator style. This study is a survey method using 5-point Likert Scale questionnaire as the instrument to collect data. The data collected was analysed using SPSS version 13.0. Simple random sampling was employed in this study. The samples were 175 semester 5 students from the three Engineering Departments of Sultan Salahuddin Abdul Aziz Shah Polytechnic, Shah Alam, Selangor. Descriptive ststistics such as frequency, percentage, mean and deviation were used to describe the respondents’ profile and, perceptions and preferences with respect to their lecturers’ teaching styles. Meanwhile, t-tests were used to analyse the differences between (i) gender with respect to the lecturers’ teaching styles, and (ii) perceived and preferred teaching styles. The results of the study showed that the three most dominant teaching styles of the lecturers perceived by the students were Expert, followed by Personal Model and then Delegator. It was also found that the students’ most preferred teaching style was Facilitator style while Formal Authority style being the least preferred. In terms of gender, there was no significant difference in perceptions as well as preferences between the male and female students in any of the mean scores of all teaching styles. The students’ perceptions and preferences differed significantly in all teaching styles of the Grasha’s Model (1996) except for Expert teaching style. The results demonstrated statistically significant higher scores in terms of preferences to Formal Authority, Personal Model, Facilitator and Delegator styles. There was no significant difference between the students’ perceptions as well as preferences for Expert teaching style Journal of Faculty of Social Sciences and Humanities. Universiti Kebangsaan Malaysia 2007 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/1542/1/fauziah07.pdf Norzila Abdul Razak, and Fauziah Ahmad, and Parilah Mohd Shah, (2007) Perceived and preferred teaching styles (methods) of English for Specific Purposes (ESP) students. e-BANGI: Jurnal Sains Sosial dan Kemanusiaan, 2 (2). p. 20. ISSN 1823-884x http://www.ukm.my/e-bangi/
repository_type	Digital Repository
institution_category	Local University
institution	Universiti Kebangasaan Malaysia
building	UKM Institutional Repository
collection	Online Access
language	English
description	This study aims to identify the dominant teaching styles of the English Language lecturers as perceived by the students. This study also investigates the perception and preference of the students with respect to their English language lecturers’ teaching styles. Comparisons were made between (i) male and female students’ perceptions with respect to their lecturers’ teaching styles (ii) male and female students’ preferences with respect to their lecturers’ teaching styles and (iii) the students’ perceptions and preferences with respect to their lecturers’ teaching styles. The teaching styles mentioned are based upon Grasha’s Model (1996) consisting of Expert style, Formal Authority style, Personal Model style, Facilitator style and Delegator style. This study is a survey method using 5-point Likert Scale questionnaire as the instrument to collect data. The data collected was analysed using SPSS version 13.0. Simple random sampling was employed in this study. The samples were 175 semester 5 students from the three Engineering Departments of Sultan Salahuddin Abdul Aziz Shah Polytechnic, Shah Alam, Selangor. Descriptive ststistics such as frequency, percentage, mean and deviation were used to describe the respondents’ profile and, perceptions and preferences with respect to their lecturers’ teaching styles. Meanwhile, t-tests were used to analyse the differences between (i) gender with respect to the lecturers’ teaching styles, and (ii) perceived and preferred teaching styles. The results of the study showed that the three most dominant teaching styles of the lecturers perceived by the students were Expert, followed by Personal Model and then Delegator. It was also found that the students’ most preferred teaching style was Facilitator style while Formal Authority style being the least preferred. In terms of gender, there was no significant difference in perceptions as well as preferences between the male and female students in any of the mean scores of all teaching styles. The students’ perceptions and preferences differed significantly in all teaching styles of the Grasha’s Model (1996) except for Expert teaching style. The results demonstrated statistically significant higher scores in terms of preferences to Formal Authority, Personal Model, Facilitator and Delegator styles. There was no significant difference between the students’ perceptions as well as preferences for Expert teaching style
format	Article
author	Norzila Abdul Razak, Fauziah Ahmad, Parilah Mohd Shah,
spellingShingle	Norzila Abdul Razak, Fauziah Ahmad, Parilah Mohd Shah, Perceived and preferred teaching styles (methods) of English for Specific Purposes (ESP) students
author_facet	Norzila Abdul Razak, Fauziah Ahmad, Parilah Mohd Shah,
author_sort	Norzila Abdul Razak,
title	Perceived and preferred teaching styles (methods) of English for Specific Purposes (ESP) students
title_short	Perceived and preferred teaching styles (methods) of English for Specific Purposes (ESP) students
title_full	Perceived and preferred teaching styles (methods) of English for Specific Purposes (ESP) students
title_fullStr	Perceived and preferred teaching styles (methods) of English for Specific Purposes (ESP) students
title_full_unstemmed	Perceived and preferred teaching styles (methods) of English for Specific Purposes (ESP) students
title_sort	perceived and preferred teaching styles (methods) of english for specific purposes (esp) students
publisher	Journal of Faculty of Social Sciences and Humanities. Universiti Kebangsaan Malaysia
publishDate	2007
url	http://journalarticle.ukm.my/1542/ http://journalarticle.ukm.my/1542/ http://journalarticle.ukm.my/1542/1/fauziah07.pdf
first_indexed	2023-09-18T19:33:37Z
last_indexed	2023-09-18T19:33:37Z
_version_	1777405125064654848

Perceived and preferred teaching styles (methods) of English for Specific Purposes (ESP) students

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