Demystifying Thai EFL learners’ perceptual learning style preferences

Language learning styles are considered one of the affective factors contributing to learners’ learning outcome. The objectives of this study are twofold: to identify Thai learners’ English learning style preferences and to determine the impact of three variables: gender, field of study and learning...

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Main Author:	Attapol Khamkhien
Format:	Article
Language:	English
Published:	Pusat Pengajian Bahasa dan Linguistik, FSSK, UKM 2012
Online Access:	http://journalarticle.ukm.my/4064/ http://journalarticle.ukm.my/4064/ http://journalarticle.ukm.my/4064/1/8-Attapol%2520Khmakhien.pdf

id	ukm-4064
recordtype	eprints
spelling	ukm-40642016-12-14T06:35:29Z http://journalarticle.ukm.my/4064/ Demystifying Thai EFL learners’ perceptual learning style preferences Attapol Khamkhien, Language learning styles are considered one of the affective factors contributing to learners’ learning outcome. The objectives of this study are twofold: to identify Thai learners’ English learning style preferences and to determine the impact of three variables: gender, field of study and learning experiences on preferred learning styles. 262 Thai university students studying English as a foreign language randomly selected, participated in this study. A 30-item Perceptual Learning-Style Preference Questionnaire was administered to elicit information for the study. The results indicated that Thai EFL learners preferred auditory learning most, followed by kinesthetic, group, tactile, visual and individual learning, respectively. Among these three variables, field of study is the most significant factor affecting the choice of learning styles. However, no statistically significant difference was found in learning experience, or between the mean scores of male and female students in all of the six learning styles. The results have significant implications in that the description of language learning style contributes to a better understanding of how Thai learners learn English. Pedagogically, to be successful in English language teaching, teaching styles should be matched to students’ learning styles. Materials and classroom activities should also be compatible with their learning styles to help learners improve learning outcome. In addition, the three variables identified were highlighting, shedding light on pedagogical implications and the awareness of individual differences in learning and teaching a language. Pusat Pengajian Bahasa dan Linguistik, FSSK, UKM 2012 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/4064/1/8-Attapol%2520Khmakhien.pdf Attapol Khamkhien, (2012) Demystifying Thai EFL learners’ perceptual learning style preferences. 3L; Language,Linguistics and Literature,The Southeast Asian Journal of English Language Studies., 18 (1). pp. 61-74. ISSN 0128-5157 http://www.ukm.my/ppbl/3L/3LHome.html
repository_type	Digital Repository
institution_category	Local University
institution	Universiti Kebangasaan Malaysia
building	UKM Institutional Repository
collection	Online Access
language	English
description	Language learning styles are considered one of the affective factors contributing to learners’ learning outcome. The objectives of this study are twofold: to identify Thai learners’ English learning style preferences and to determine the impact of three variables: gender, field of study and learning experiences on preferred learning styles. 262 Thai university students studying English as a foreign language randomly selected, participated in this study. A 30-item Perceptual Learning-Style Preference Questionnaire was administered to elicit information for the study. The results indicated that Thai EFL learners preferred auditory learning most, followed by kinesthetic, group, tactile, visual and individual learning, respectively. Among these three variables, field of study is the most significant factor affecting the choice of learning styles. However, no statistically significant difference was found in learning experience, or between the mean scores of male and female students in all of the six learning styles. The results have significant implications in that the description of language learning style contributes to a better understanding of how Thai learners learn English. Pedagogically, to be successful in English language teaching, teaching styles should be matched to students’ learning styles. Materials and classroom activities should also be compatible with their learning styles to help learners improve learning outcome. In addition, the three variables identified were highlighting, shedding light on pedagogical implications and the awareness of individual differences in learning and teaching a language.
format	Article
author	Attapol Khamkhien,
spellingShingle	Attapol Khamkhien, Demystifying Thai EFL learners’ perceptual learning style preferences
author_facet	Attapol Khamkhien,
author_sort	Attapol Khamkhien,
title	Demystifying Thai EFL learners’ perceptual learning style preferences
title_short	Demystifying Thai EFL learners’ perceptual learning style preferences
title_full	Demystifying Thai EFL learners’ perceptual learning style preferences
title_fullStr	Demystifying Thai EFL learners’ perceptual learning style preferences
title_full_unstemmed	Demystifying Thai EFL learners’ perceptual learning style preferences
title_sort	demystifying thai efl learners’ perceptual learning style preferences
publisher	Pusat Pengajian Bahasa dan Linguistik, FSSK, UKM
publishDate	2012
url	http://journalarticle.ukm.my/4064/ http://journalarticle.ukm.my/4064/ http://journalarticle.ukm.my/4064/1/8-Attapol%2520Khmakhien.pdf
first_indexed	2023-09-18T19:40:31Z
last_indexed	2023-09-18T19:40:31Z
_version_	1777405559518003200

Demystifying Thai EFL learners’ perceptual learning style preferences

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