scholarly journals The Relationship Between Teaching Styles of English Instructors and Learning Styles of English Prep Class Students at a Turkish State University

2020 ◽  
Vol 16 (3) ◽  
pp. 15
Author(s):  
ABDULKADIR DURMUS ◽  
Meral GÜVEN
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Teaching And Learning ◽  
Teaching Style ◽  
Teaching Styles ◽  
Correlation Coefficients ◽  
Maximum Level ◽  
State University ◽  
Package Program ◽  
Turkish State

It is necessary to be aware of both teaching and learning styles and employing them in teaching and learning processes and as the two important stakeholders of this process, both learners and teachers are expected to benefit from each other at maximum level especially in terms of considering the needs of learners. This study aims to find out if there is a relationship between teaching styles of instructors working at Anadolu University School of Foreign Languages (AUSFL) and learning styles of students studying at English prep class. Data of the study were collected through Grasha-Reichmann Teaching and Learning Style Scales which Sarıtaş & Süral (2010)  adapted to Turkish. SPSS package program was used in the descriptive analyses of the study and Pearson’s moment correlation coefficients in correlation calculations. Significant relationships between formal authority teaching style and avoidant learning style, and between personal model teaching style and competitive learning style were found in the study. As for the other teaching and learning styles, although there wasn’t any significant relationship among each other, considering the average values, it can be said that there was a linear relationship among them which led to consider that a partial relationship existed.  

scholarly journals Los estilos de enseñanza y la atención a la diversidad de estilos de aprendizaje en posgrado / Teaching Styles and Attention to Diversity of Postgraduate Learning Styles

2019 ◽  
Vol 6 (1) ◽  
pp. 35-42
Author(s):  
Violeta Leonor Romero Carrion
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Teaching Style ◽  
Teaching Styles ◽  
Master's Students ◽  
Common Features ◽  
Teachers And Students ◽  
Attention To Diversity ◽  
The Relationship

ABSTRACTThe aim was to establish the relationship between teaching styles and the diversity of learning styles; The Teaching Styles questionnaires were applied to teachers and the Honey-Alonso Questionnaire of learning styles to Master's students. We found predominance of functional teaching style and theoretical learning style. There is more synchrony between teachers and students, Open - Active, the pair was formed, with common features, correlation (ρ = 0.73) but if the pair have no common traits (ρ = -0.05). It is advisable for teachers to develop different teaching styles, enabling an inclusive education.RESUMENEl objetivo fue establecer la relación entre los estilos de enseñanza y la diversidad de los estilos de aprendizaje; se aplicaron los cuestionarios de Estilos de Enseñanza a los docentes y el Cuestionario Honey-Alonso de estilos de aprendizaje a los estudiantes de Maestría. Se encontró predominancia del estilo de enseñanza funcional y del estilo de aprendizaje teórico. Existe mayor sintonía, entre los docentes y estudiantes, Abierto – Activo, el par se formó, con rasgos comunes, correlación (ρ= 0,73) pero si el par no tienen rasgos comunes (ρ= -0,05). Es recomendable que los docentes desarrollen estilos de enseñanza diversos, posibilitando una educación inclusiva.

scholarly journals Investigating the Match and Mismatch between Students’ Learning Styles and Teacher’s Teaching Styles in a Saudi School: A Case Study

2021 ◽  
Vol 3 (2) ◽  
pp. 10-20
Author(s):  
Alaa Q. Alhourani
Keyword(s):  
Saudi Arabia ◽  
Learning Styles ◽  
Learning Style ◽  
English Language ◽  
Teaching Style ◽  
Teaching Styles ◽  
Language Teacher ◽  
Learning Style Preferences ◽  
Style Preferences

This study examines if there is a match or mismatch between students’ learning styles and the teacher’s teaching styles in a classroom at Khalid Bin Alwlid School, Tabarjal, Saudi Arabia. The main objectives of this study are to determine dominant learning styles of the whole secondary grade students and the teacher’s teaching style. This study was carried out as a case study, and the data were analyzed qualitatively and quantitatively. Participants of this study were a class of 15 students and their English language teacher to the first secondary stage. The instruments used for collecting data were Reid’s Perceptual Learning Style Preference Questionnaire (1995), Teachers Teaching Style Preferences Questionnaire (Peacock 2001), and semi-structured interview. The findings of this study indicated that the majority of the students had multiple learning styles with at least auditory and group as their major learning style preferences, followed by kinesthetic, tactile, and visual as their minor learning style preferences. They showed negative preference towards individual style. The major learning style preferences of the English language teacher were visual and individual, followed by tactile and kinesthetic as his minor style preferences, while his negligible teaching style preferences were auditory and group. There was a mismatch between the teacher’s teaching style and the students’ learning style at Khalid Bin Alwlid School, Tabarjal, Saudi Arabia

The Influence Of Achievement Motivation, Teaching And Learning Style Towards Textile Learning Outcomes

2019 ◽  
Vol 5 (3) ◽  
pp. 212
Author(s):  
Endang Triastuti ◽  
Putu Sudira
Keyword(s):  
Regression Analysis ◽  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Style ◽  
Achievement Motivation ◽  
Significant Influence ◽  
Teaching And Learning ◽  
Teaching Style ◽  
Analysis Techniques ◽  
Correlational Model

This study aims at revealing the influence of: (1) teaching style towards textile learning outcomes, (2) learning styles towards textile learning outcomes, (3) the effect of from teaching style, learning style, and achievement motivation towards textile learning outcomes, (4) the significance of teaching style, learning style and, achievement motivation towards textile learning outcomes for individual or group. This research can be categorized as quantitative study with a correlational model. The data analysis used multiple regression analysis techniques. The results of the study showed that (1) there is a positive and significant influence of teaching style towards textile learning outcomes, (2) there is a positive and significant influence of learning styles towards textile learning outcomes, (3) there is a positive and significant influence from teaching style, learning style, and achievement motivation towards Textile learning outcomes, (4) the influence of teaching style, learning style and achievement motivation were 26.6% and the rest was coming from other factors.

scholarly journals Teaching Styles, Learning Styles and the ESP Classroom

2018 ◽  
Vol 150 ◽  
pp. 05082
Author(s):  
Lee Mei Ph’ng
Keyword(s):  
Learning Styles ◽  
Learning Process ◽  
Technical Communication ◽  
Teaching And Learning ◽  
Engineering Students ◽  
Teaching Style ◽  
Visual Learning ◽  
Teaching Styles ◽  
Teaching Approach ◽  
Field Of Study

Learner diversity that exists in the classroom plays a role in influencing the teaching and learning process in the classroom. It should be acknowledged in order for the teaching and learning process to be a meaningful and effective process. Thus, this study examined the learning styles preference of engineering students and the teaching styles preferences of their Technical Communication lecturers. The study also looked at whether the students’ learning styles preferences were influenced by their field of study, gender and ethnic backgrounds. Felder and Solomon’s Index of Learning Styles was administered to 588 engineering students while Grasha and Riechmann-Hruska’s Teaching Style Survey was administered to 10 Technical Communication lecturers. The findings revealed that the students have a marked preference for the visual learning style but balanced preferences for the other learning styles dimensions. The students’ field of study, gender and ethnic backgrounds did not seem to influence the students’ learning styles preferences. As for their Technical Communication lecturers, they seem to favour the student-centered teaching approach. All the data support the notion of adopting a balanced teaching approach in the Technical Communication classroom.

Compatibility of Students' Learning and Teaching Styles on Their Ratings of College Teaching

1985 ◽  
Vol 61 (3_suppl) ◽  
pp. 1215-1220 ◽  
Author(s):  
Frank E. Pettigrew ◽  
Dorothy B. Zakrajsek ◽  
Mary A. Bayless ◽  
Grace Goc-Karp
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Rating Scale ◽  
Teaching Style ◽  
Teaching Styles ◽  
College Teaching ◽  
Learning And Teaching ◽  
Learning Styles Inventory ◽  
Style Preferences ◽  
Instructional Styles

Student's ratings of teaching performance were compared for those whose preferences for learning style were strongly matched ( n = 77) and strongly mismatched ( n = 40) with their instructors' preference of teaching style. Canfield's Learning Styles Inventory and Canfield and Canfield's Instructional Styles Inventory measured learning and teaching style preferences. The rating scale was designed from a catalog of items. Analysis of variance indicated no significant differences in instructors' ratings between the two groups.

scholarly journals Learning styles and teaching styles determine students’ academic performances

2019 ◽  
Vol 8 (4) ◽  
pp. 610
Author(s):  
Nithya Dewi Subramaniam Chetty ◽  
Lina Handayani ◽  
Noor Azida Binti Sahabudin ◽  
Zuraina Ali ◽  
Norhasyimah Hamzah ◽  
...  
Keyword(s):  
Academic Performance ◽  
Learning Styles ◽  
Learning Style ◽  
Teaching Style ◽  
Visual Learning ◽  
Teaching Styles ◽  
Learning Preferences ◽  
Programming Technique ◽  
Learning And Teaching ◽  
The Relationship

<span>Individuals learn in different ways using several learning styles, but lecturers may not always share material and learning experiences that match students’ learning preferences. Mismatches between learning and teaching styles can lead to disappointment with students are taking, and lead to underperformance among them. The aim of this study is to identify the learning styles of the students enrolled in Universiti Malaysia Pahang who were registered in Programming Technique course and to investigate the relationship between students’ learning styles and teachers’ teaching styles. Five lecturers and 251 students were involved in the study as participants and. Data from students were collected using Leonard, Enid’s VAK Learning Style Survey. Meanwhile, the teaching styles of the lecturers were identified using Grasha and Reichmann’s Teaching Style Survey. The findings revealed that majority of the student’s preferred visual learning style. The result also shows that the lecturers’ teaching styles give an impact towards the <br /> students’ academic performance. From this study, we can conclude that teaching styles have significant impacts on students’ learning styles and academic performances.</span>

scholarly journals Investigating the Learning Styles Preferences of First-year B.Ed. Students Studying in a Public Sector University of Northern Sindh, Pakistan

sjesr ◽  
2021 ◽  
Vol 4 (1) ◽  
pp. 304-314
Author(s):  
Sania Nasir ◽  
Dr. Shahid Hussain Mughal ◽  
Amjad Ali Rind
Keyword(s):  
Public Sector ◽  
Learning Styles ◽  
Learning Style ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Teaching Style ◽  
Simple Random Sampling ◽  
Research Approach ◽  
Student Centered ◽  
Aural Learning

In a student-centered teaching and learning environment, students' needs, potentials, and learning styles are considered crucial. Therefore, teachers need to understand what learning styles students prefer to teach effectively. In the current study, a quantitative research approach has been adopted in this study within it descriptive research designed was used. To determine the preferred learning styles of B.Ed. students, VARK (Visual, Aural, Read/Write, and Kinesthetic) learning style model has been used. Since the data was collected using the VARK questionnaire, simple random sampling techniques were used. The reliability of the instrument was calculated through Cronbach α= 0.75. The sample of the study consists of 140 Bachelor of Education (B.Ed.) students of a Public Sector University located in Northern Sindh, Pakistan. The data were analyzed through descriptive statistics (percentages mean and standard deviation) to determine the most preferred style of learning of students. The results of the study revealed that 27.93% of the B.Ed. students have preferred aural learning style, 25.13% kinaesthetic learning style, 22.65% visual style of learning and 21.09% preferred read/write learning style respectively. To conclude that the majority of the B.Ed. students preferred aural learning style and the least preferred style of learning was read/write. Hence, B.Ed. students were driven towards an aural learning style. This study suggests that students learning styles are influenced by the teacher’s teaching style. Therefore, the teacher can determine his/her teaching style by using the score of the VARK questionnaire. The study recommends that another study can be conducted by the teachers to learn about the larger number of students’ preferred learning styles. The teacher can also address a mixture of learning styles. In the classroom, there are always diverse learners. In that case, the teacher can use integrated teaching style which can address all learners preferred teaching style.

Teaching and Learning

2020 ◽  
pp. 20-27
Author(s):  
Archana Dixit ◽  
Kuldeep Kumar Saxena ◽  
Jitendra Kumar Dixit
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Theoretical Approach ◽  
Teaching And Learning ◽  
Teaching Style ◽  
Human Existence ◽  
Learning Method ◽  
New Information ◽  
Present Information ◽  
The Subject

The chapter focuses on learning styles and how learning styles came about in education. There are many significant things to know about why educators should understand the learning style of a student. The learning method was one of the significant elements of human existence. Student learning styles are among the variables that have been obtained. The primary aim of this research was to explore the study of teaching style among learners with academic accomplishment in engineering. The research requires a theoretical approach to reviewing appropriate literature on the subject and presents different points of perspective on matching or mismatching learning styles. The conclusion of the chapter is how to learn the styles of teaching and learning impressively and effectively, and how an individual understands new information so that they can find the most efficient technique to accumulate, interpret, and present information.

scholarly journals Comparative exploration of learning styles and teaching techniques between Thai and Vietnamese EFL students and instructors

2016 ◽  
Vol 4 (3) ◽  
pp. 103-141
Author(s):  
Nakhornsri Supalak
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Learning Style ◽  
Undergraduate Students ◽  
Teaching Style ◽  
Teaching Styles ◽  
Comfort Level ◽  
English Learning ◽  
Teaching Techniques ◽  
Arithmetic Means

AbstractLearning styles have been a particular focus of a number of researchers over the past decades. Findings from various studies researching into how students learn highlight significant relationships between learners’ styles of learning and their language learning processes and achievement. This research focuses on a comparative analysis of the preferences of English learning styles and teaching techniques perceived by students from Thailand and Vietnam, and the teaching styles and techniques practiced by their instructors. The purposes were 1) to investigate the learning styles and teaching techniques students from both countries preferred, 2) to investigate the compatibility of the teaching styles and techniques practiced by instructors and those preferred by the students, 3) to specify the learning styles and teaching techniques students with high level of English proficiency preferred, and 4) to investigate the similarities of Thai and Vietnamese students’ preferences for learning styles and teaching techniques. The sample consisted of two main groups: 1) undergraduate students from King Mongkut’s University of Technology North Bangkok (KMUTNB), Thailand and Thai Nguyen University (TNU), Vietnam and 2) English instructors from both institutions. The instruments employed comprised the Students’ Preferred English Learning Style and Teaching Technique Questionnaire and the Teachers’ Practiced English Teaching Style and Technique Questionnaire. The collected data were analyzed using arithmetic means and standard deviation. The findings can contribute to the curriculum development and assist teachers to teach outside their comfort level to match the students’ preferred learning styles. In addition, the findings could better promote the courses provided for students. By understanding the learning style make-up of the students enrolled in the courses, faculty can adjust their modes of content delivery to match student preferences and maximize student learning. Finally, this research could establish better understanding between language learning natures of people from Thailand and Vietnam.

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