Learning styles and perceptual patterns for English /i/ and /ɪ/ among Chinese college students

2015 ◽  
Vol 37 (3) ◽  
pp. 673-701 ◽  
Author(s):  
XIAOHU YANG ◽  
FENG SHI ◽  
XIANGJUN LIU ◽  
YONG ZHAO
Keyword(s):  
College Students ◽  
Foreign Language ◽  
Learning Styles ◽  
Learning Style ◽  
English Learning ◽  
Chinese College Students ◽  
Learning Style Inventory ◽  
Concrete Experience ◽  
Learning Modes ◽  
English I

ABSTRACTThis study examined whether learning styles, along with age of starting English learning and length of English learning, are related to perceptual patterns for English /i/–/ɪ/ among Chinese college students who learn English as a foreign language. A total of 83 Chinese college students with different learning styles as measured by Kolb's Learning Style Inventory (1985) and 16 native speakers of American English identified the vowels in a syntheticbeat–bitcontinuum. The results revealed that the Chinese participants’ perceptual patterns for English /i/–/ɪ/ varied with their learning styles. The participants with Kolb's (1985) assimilative and divergent learning styles were more likely to exhibit perceptual patterns resembling those of the American participants than were the participants with convergent and accommodative learning styles. Furthermore, of Kolb's four learning modes, reflective observation had a facilitative effect on the participants’ perception, whereas active experimentation was more likely to cause difficulties; abstract conceptualization and concrete experience bore little relation to the perception of these two sounds. In addition, length of English learning played a critical part in the development of English /i/–/ɪ/ perception. However, age of starting English learning in foreign language conditions was not as crucial as suggested by earlier studies on speech perception in second language conditions.

Learning Styles and Approaches to Learning Mathematics of Students Majoring in Elementary Education: A Three-Year Study

2009 ◽  
Vol 105 (2) ◽  
pp. 500-508 ◽  
Author(s):  
Haitham M. Alkhateeb ◽  
Andile Mji
Keyword(s):  
Elementary Education ◽  
Learning Styles ◽  
Elementary School Teachers ◽  
Learning Style ◽  
Approaches To Learning ◽  
Elementary Education Majors ◽  
Learning Style Inventory ◽  
Concrete Experience ◽  
Learning Mathematics ◽  
Learning Modes

The goal of this 3-yr. study was to explore the learning styles and approaches to learning mathematics of elementary education majors. Two questionnaires, the Learning Style Inventory and the Approaches to Learning Mathematics Questionnaire, were administered to 149 women and 32 men ( M = 20.1 yr., SD = 2.1; range = 18-31). All were in their first or second years of college and enrolled in Mathematics for Elementary School Teachers at a Midwestern U.S. university. Results on the Learning Style Inventory indicated that a majority scored as either Accommodators, i.e., they primarily followed learning modes involving Active Experimentation and Concrete Experience, or as Divergers, i.e., approaching learning by focusing on Concrete Experience and Reflective Observation. A weak but statistically significant association was observed on the Approaches questionnaire between the Surface Approach and Reflective Observation.

The Impact of Foreign Language Learning Style on Strategies Preferences in Art Colleges

2014 ◽  
Vol 971-973 ◽  
pp. 2677-2680
Author(s):  
Di Jiao
Keyword(s):  
Foreign Language ◽  
Learning Styles ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Style ◽  
Foreign Language Learning ◽  
English Learning ◽  
Factors Affecting ◽  
The Impact ◽  
The Relationship

Factors affecting students’ English learning performances are always debated among language researchers. This research is carried out in art colleges to figure out the students’ preferences in learning styles and learning strategies as well as the relationship between them. Questionnaires have been applied and data have been dealt with by SPSS. This research has shown that students in the art college tend to be visual and individual learners, and thus they prefer to adopt metacognitive, memory and affective strategies.

scholarly journals P.108 Integrating learner feedback in developing an evidence-based palliative care curriculum for neurology residents

2017 ◽  
Vol 44 (S2) ◽  
pp. S41-S41
Author(s):  
JA Yeung Laiwah ◽  
A Sarpal ◽  
V Schulz ◽  
T Gofton
Keyword(s):  
Palliative Care ◽  
Learning Styles ◽  
End Of Life ◽  
Learning Strategies ◽  
Learning Style ◽  
Evidence Based ◽  
Medical Interventions ◽  
Learning Style Inventory ◽  
Concrete Experience ◽  
Academic Time

Background: Palliative care is a cornerstone of the management of progressive neurological illness, but there lacks a standardized evidence-based curriculum to teach the unique aspects of neurology-based palliative care to current learners. Methods: A needs assessment involving focus groups with patients, physicians, interdisciplinary members, and trainees was conducted to identify gaps in the current curriculum. The Kolb Learning Style Inventory identified learning strategies among neurology residents. A Palliative Medicine Comfort and Confidence Survey and knowledge pre-test was distributed to determine current learner needs. The curriculum was delivered during academic time, and feedback was obtained for further content revision. Results: Qualitative analysis was used to develop the curriculum with the key principles of symptom management, end-of life communication, psychosocial components of care, and community coordination. Learning styles varied, but preference for active experimentation and concrete experience was noted. Learners identified as comfortable with withdrawal of medical interventions, but requiring support on home palliative care referral, and management of terminal delirium and dyspnea. Further teaching was requested for end of life ethics and communication skills. Conclusions: By integrating current best evidence-based practice in palliative neurology with learner feedback, this project aims to create a comprehensive palliative care curriculum for neurology learners.

Reliability of the Learning Style Inventory

1979 ◽  
Vol 44 (2) ◽  
pp. 555-561 ◽  
Author(s):  
Lester M. Geller
Keyword(s):  
Learning Style ◽  
Small Groups ◽  
Narrow Range ◽  
Medical Schools ◽  
Medical Sciences ◽  
Learning Style Inventory ◽  
Concrete Experience ◽  
Learning Modes ◽  
Review Course ◽  
Basic Medical

The Learning Style Inventory, based upon Kolb's experiential theory of learning, is intended to measure an individual's emphasis on each of four learning modes: Concrete Experience (CE), Reflective Observation (RO), Abstract Conceptualization (AC), and Active Experimentation (AE). Two primary dimensions (combination scores), AC-CE and AE-RO, categorize learners into four types, namely, the converger, diverger, accommodator, and assimilator. Test-retest reliabilities (31-day interval) for the four learning modes and two combination scores, derived from 50 U. S. students enrolled in foreign medical schools who participated in a 6-wk. basic medical sciences review course, were: Concrete Experience, .56; Reflective Observation, .52; Abstract Conceptualization, .59; Active Experimentation, .61; Abstract Conceptualization-Concrete Experience, .70; and Active Experimentation-Reflective Observation, .55. Although these Pearson product-moment coefficients might be reasonably satisfactory for employing the inventory in distinguishing between the means of two relatively small groups with a narrow range of difference, they are unsatisfactory for its use in reliably differentiating among individuals or between the means of larger, more disparate groups. It is felt, however, that the inventory is a potentially valuable instrument and that there are possibilities for improvement which might enhance its reliability, at the same time contributing to its validity.

Personality dimensions and learning modes as the predictors of stress in university students

2011 ◽  
Vol 26 (S2) ◽  
pp. 1586-1586
Author(s):  
A. Homayouni
Keyword(s):  
University Students ◽  
Learning Style ◽  
Pearson Correlation ◽  
Stress Factors ◽  
Positive Correlation ◽  
Learning Style Inventory ◽  
Theoretical Approaches ◽  
Concrete Experience ◽  
Learning Modes ◽  
Kolb's Experiential Learning Theory

Introduction & objectivesNo matter what age you are, if you are under stress it will affect your ability to learn, think and perform at your best. Severe stress releases chemicals in our brains and bodies that can hamper our performance and learning. So for better understanding of stress especially in the learning process, the study aimed to investigate personality characteristics, learning modes, and stress in university students.Method131 students were randomly selected from three universities. Hogan-Champagne's Personal Style Inventory (PSI) based on Jungian personality types, Kolb’s Learning Style Inventory (LSI) based on Kolb’s experiential learning theory and Coudron's Stress Inventory (CSI) were used. The data were analyzed with Pearson correlation coefficient and T independent tests.ResultsAnalysis showed that in learning modes, there is positive correlation between concrete experience and stress. In personality characters, positive correlation between introversion and stress, negative correlation between extroversion and stress. More analysis showed that across learning modes, males use the concrete experience mode more than females, and females use the abstract conceptualization mode more than males.ConclusionIn regard to introverted individuals, such individuals are quiet, diligent at working alone, and socially reserved, they make decisions somewhat independently of constraints and prodding by situations, culture, people, or things around them, and so facing stress factors interrupts their own world and reduces their function. In learning modes, people with concrete experience like new experience, rely on feeling and sensing, and generally find theoretical approaches to be unhelpful and prefer to treat each situation as a unique case. These factors cause variability in situations and circumstances and how stress comes about.

Changes in Learning Style Preference during a Three-Year Longitudinal Study

1991 ◽  
Vol 69 (3) ◽  
pp. 755-762 ◽  
Author(s):  
Marshall A. Geiger ◽  
Jeffrey K. Pinto
Keyword(s):  
College Students ◽  
Longitudinal Study ◽  
Learning Styles ◽  
Learning Style ◽  
College Experience ◽  
Learning Preferences ◽  
Theory Construction ◽  
Learning Style Inventory ◽  
Mixed Support ◽  
Learning Style Preference

Kolb's (1985) Learning Style Inventory and theories of learning preferences have stimulated much research and theory construction. A number of researchers have argued that, as students move through their college careers, their learning styles are likely to change significantly. This paper reports on the completion of a three-year study to assess the actual extent of change that occurred in a sample of college students. Our results offer mixed support for the proposition that students' learning styles change during the college experience.

scholarly journals The Effects of Culture on Learning Styles: The Sample of Ondokuz Mayıs University

2021 ◽  
Vol 6 (2) ◽  
pp. 54-69
Author(s):  
Fatih Diken ◽  
Nevin Ozdemir
Keyword(s):  
Graduate Students ◽  
Learning Styles ◽  
Learning Style ◽  
Cultural Dimensions ◽  
Experiential Learning Theory ◽  
Data Collection Tool ◽  
Learning Style Inventory ◽  
Concrete Experience ◽  
Significant Difference ◽  
Learning Styles Inventory

This study examines the effect of culture on learning styles. The study sample consisted of undergraduate and graduate students, most of whom are foreign nationals, studying in different departments of Ondokuz Mayıs University in Samsun, Turkey. Based on the experiential learning theory (ELT), Kolb's Learning Styles Inventory (KLSI) was used as a data collection tool to define individual learning styles. By examining previous studies such as the Global Leadership and Organizational Effectiveness (GLOBE), the study focused on categorizing cultural differences. 193 participants from 35 different nationalities were included in one of three cultural clusters (The Middle East, Africa, and Central Asia). In the first part of the study, the dominant learning styles of each cultural cluster were evaluated based on Kolb's traditional 4 learning styles (diverging, converging, assimilating, and accommodating) and the new 9 learning styles (experiencing, imagining, reflecting, analysing, thinking, deciding, acting, balancing) defined in KLSI 3.2 and KLSI 4. It was analysed whether there was a statistically significant difference in the dominant learning styles among the cultural clusters. The results of the analysis showed that there was no significant difference among the cultural clusters according to 4 learning style classifications, whereas there were significant differences among the cultural clusters according to Kolb’s 9 learning style classifications. In the second part of the study, it was evaluated whether there was a significant difference among the cultural clusters according to the modes of grasping experience – concrete experience (CE) and abstract conceptualization (AC) – and two dialectically related modes of transforming experience—reflective observation defined in the ELT model. Keywords: learning style, Kolb learning style inventory (KLSI), culture, cultural dimensions, cultural clusters, higher education

Research on English Learning Modes of Graduate Student under the Multimedia and Internet Environment

2014 ◽  
Vol 926-930 ◽  
pp. 4562-4565
Author(s):  
Hai Yun Jin
Keyword(s):  
College Students ◽  
Graduate Student ◽  
Language Teaching ◽  
English Learning ◽  
Chinese College Students ◽  
Traditional Language ◽  
Internet Environment ◽  
Learning Modes ◽  
Listening And Speaking ◽  
Speaking Skills

On the basis of the constructivism theory, this paper gives a comparison of multimedia and Internet aided language teaching and traditional language teaching in terms of the effect on Chinese college students' listening and speaking skills. From the empirical findings,we may further confirm that multimedia and Internet aided teaching is effective in improving students' listening and speaking skills, especially effective for the average or below average students.

Sign in / Sign up

Export Citation Format

Share Document