scholarly journals Learning Style in Language Learning Classroom

2020 ◽  
Vol 1 (1) ◽  
pp. 53
Author(s):  
Fitri Devi Enjelina Silitonga ◽  
Sri Menty Pinem ◽  
Lovita Simbolon ◽  
Laura Maloni Lingga ◽  
Erikson Saragih
Keyword(s):  
Middle School ◽  
Language Acquisition ◽  
Data Collection ◽  
Learning Styles ◽  
Language Learning ◽  
Learning Style ◽  
Learning Difficulties ◽  
It Impacts ◽  
Perceptual Modalities ◽  
Processing Information

<p>This article describes the concept of language learning styles in the classroom and the characteristics of students for each of their learning styles in language learning. Where the purpose of this study is to describe their learning styles related to learning styles for language acquisition. There are 3 types of language learning styles described by Tekavcic and Dimovski namely the visual, auditory and touch functions of a person in processing information. The three main types of learning styles are not absolute, of course. Many students learn through various senses. Certain students may be as strong in three perceptual modalities, or in two perceptual modalities from any combination. The method of data collection in this study is observation, the results of this discussion are that we observed grade 9 students of Percut Sei Tuan Middle School very less on how to apply language learning styles they are in front of the class so that it impacts learning difficulties well.</p>

scholarly journals LEARNING STYLE IN LANGUAGE LEARNING CLASSROOM

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Masruddin Masruddin
Keyword(s):  
Language Acquisition ◽  
Language Learning ◽  
Learning Style ◽  
Perceptual Modalities ◽  
Processing Information

This article describes the concept of learning style and the learners’ characteristic of each learning style of students in language learning.  In the first part of this article the writer describes the learning style. Then the writer will related the learning style to language acquisition.  There are 3 types of language learning style described by Tekavcic and Dimovski namely visual, auditory and tactile funtions of someone in processing information. The three main types of learning style are not absolute, of course.  Many learners learn through a variety of senses.  Certain students might equally be strong in the three perceptual modalities, or in two perceptual modalities of either combination

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 Pemilihan Gaya Belajar untuk Meningkatkan Keaktifan Siswa dalam Pembelajaran Bahasa Indonesia

2020 ◽  
Vol 5 (1) ◽  
pp. 27-36
Author(s):  
Asih Riyanti ◽  
Sungkono
Keyword(s):  
Learning Styles ◽  
Student Success ◽  
Learning Style ◽  
Learning Process ◽  
Visual Learning ◽  
Learning Objectives ◽  
Psychomotor Development ◽  
Auditory Learning ◽  
Processing Information ◽  
Bahasa Indonesia

Every success in the learning process will affect environmental factors, schools, attitudes, or students themselves. Each student enhances cognitive, affective, and psychomotor development. Student trading has the uniqueness and character of each in the learning process to respond to and understand teaching material or information obtained. Student learning independence can be seen from the achievements of students in responding, solving, and processing information by completing various tasks. Every student has a learning style that is prominent in him, and the teacher must be able to accommodate it. That is to achieve the learning objectives well and effectively. Learning style is the key to student success in learning. There are models (Type) of learning styles (Fleming, 2001), VARK (Visual, auditory, Reading, Kinesthetic) that can increase student activity in learning Indonesian. Students can learn through the senses that they have with a visual learning style that learns from what is seen, students with an auditory learning style that is learning through what is heard, and a kinesthetic learning style that is learning through motion and opening.

scholarly journals INSIGHTS INTO LEARNING STYLES PREFERENCE OF ENGINEERING UNDERGRADUATES: IMPLICATIONS FOR TEACHING AND LEARNING

2022 ◽  
Vol 7 (1) ◽  
pp. 390-409
Author(s):  
Nadia Nur Afiqah Ismail ◽  
Tina Abdullah ◽  
Abdul Halim Abdul Raof
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Engineering Education ◽  
Learning Style ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Style Preferences ◽  
Style Preferences ◽  
Learning Style Preference ◽  
Engineering Undergraduates

Background and Purpose: Education at higher institutions prepares graduates for the real world. To develop and maintain quality, the focus must not only be on what institutions can offer but also on the learning needs and styles of learners. Despite many studies on engineering learners’ learning styles, limited research has been conducted to compare the learning styles of Engineering and Engineering Education learners. This study was conducted to ascertain the learning style preferences of first-year undergraduates from both groups in a science and technology-driven university in Malaysia.   Methodology: This descriptive study consisted of 40 Engineering and 40 Engineering Education learners who attended an English language course at the university. Perceptual Learning Style Preference Questionnaire was adopted as the survey instrument. The data were analysed using self-scoring sheet and Statistical Package for the Social Sciences.   Findings: While both groups chose Kinaesthetic as a major learning style preference, the Engineering Education learners also chose Group, Tactile, and Auditory learning styles as their other major preferences. Both groups chose Visual and Individual as their minor preferences.   Contributions: The findings extend research demonstrating the significant role of specific disciplines in Engineering to determine the learning style preferences of learners. The findings also provide useful insights that suggest implications for practice and policy.   Keywords: Engineering, engineering education, English language, learning styles, teaching and learning.   Cite as: Ismail, N. N. A., Abdullah, T., & Abdul Raof, A. H. (2022). Insights into learning styles preference of engineering undergraduates: Implications for teaching and learning.  Journal of Nusantara Studies, 7(1) 390-409. http://dx.doi.org/10.24200/jonus.vol7iss1pp390-409

Neurological Bimodality and Theories of Language Teaching

1988 ◽  
Vol 10 (1) ◽  
pp. 13-31 ◽  
Author(s):  
Marcel Danesi
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Classroom Environment ◽  
Cerebral Hemisphere ◽  
Language Teaching ◽  
Second Language Teaching ◽  
Research Directions ◽  
Perceptual Modalities

The failure of the method notion in second language teaching has been attributed to a series of valid pedagogical and socioeducational factors. The concept of neurological bimodality, which posits that effective language learning in a classroom environment requires the utilization of the perceptual modalities associated with each cerebral hemisphere, offers a more fundamental, neurologically related diagnosis of this failure. This paper looks at the historiography of language teaching theories from the perspective of bimodality, and then concludes with specific suggestions vis-à-vis the kinds of research directions that might empirically substantiate the usefulness of this concept for second language acquisition in a classroom environment.

scholarly journals Difficulties in English Language Learning for Students with Dyslexia

SEEU Review ◽  
2019 ◽  
Vol 14 (1) ◽  
pp. 196-206
Author(s):  
Alma Lama
Keyword(s):  
Language Learning ◽  
Learning Style ◽  
Inclusive Education ◽  
English Language ◽  
Science And Technology ◽  
Learning Difficulties ◽  
Ministry Of Education ◽  
The Right ◽  
Education Science ◽  
Specific Learning

Abstract Teachers always try to give their best to educate all students that have been entrusted to them! Knowing that everybody has the right to learn and be well educated, the Ministry of Education, Science, and Technology after the war took considerable actions in an effort to promote inclusive education in the Kosovo education system (Ministry of Education, Science, and Technology, 2007). However, teachers are facing different challenges while trying to teach students with mild or moderate specific learning difficulties together with those who don’t have learning difficulties. Understanding specific learning difficulties may not be hard but handling it is a great challenge. So what are specific learning difficulties? This research studies specific areas of inclusive education based on the difficulties students have while learning English Language, how to deal with these difficulties, how can inclusive practices within the school help, what practical teaching approaches can be used, what teaching methods are used or can be used in the inclusive classes in order to come to a conclusion of what can be done more about inclusiveness and understand the importance of inclusive education not only in the centers where the work is done but throughout Kosovo. Remember: Students with specific learning difficulties are just like you and me, they just have a different learning style!

scholarly journals Investigating Middle School Students Generalization of Number Pattern Based on Learning Style

2021 ◽  
Vol 12 (6) ◽  
pp. 2624-2632
Author(s):  
Andi Mulawakkan Firdaus, Dwi Juniati, Pradnyo Wijayanti
Keyword(s):  
Middle School ◽  
Problem Solving ◽  
Middle School Students ◽  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
School Students ◽  
Pattern Generalization ◽  
Number Pattern ◽  
Alternative Solutions

Pattern generalization is an important aspect of mathematics contained in every topic in teaching. This study aims to investigate middle school students’ generalization of number patterns based on learning style. Descriptive qualitative, portraying or describing the events that are the center of attention (problem-solving abilities, student learning styles) qualitatively.This study explored 4 participants (12 to 13 years old) with their constructed number pattern they had generalized during individual task-based interviews. Questions that include indicators of the problem solving process in terms of student learning styles, and interviews. The data analysis used was namely data reduction, data presentation, drawing conclusions. We found that students who are converger, diverger, accommodator, and assimilator understands the problem by knowing what is known and asked and explains the problem with their own sentences. The converger and assimilator students look back without checking the counts involved, the diverger students do not see other alternative solutions and do not check the counts involved, accommodator students consider that the solutions obtained are logical, ask themselves whether the question has been answered, check the counts that are done, reread the question, and use other alternative solutions. The implication of this study indicated that students of the type of converger, diverger, accommodator, and assimilator are able to solve problems through the stages of implementing plans by interpreting problems in mathematical form, implementing strategies during the process and counting takes place. Based on several studies on pattern generalization, there have not been researchers who have revealed the number pattern generalization of high school students based on learning styles.

scholarly journals LEARNING STYLE AND LANGUAGE LEARNING STRATEGIES OF STUDENTS FROM VARIOUS ETHNICS IN INDONESIA

2020 ◽  
Vol 39 (2) ◽  
pp. 480-492
Author(s):  
Bonifasius Widharyanto ◽  
Heribertus Binawan
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Style ◽  
Learning Strategy ◽  
Language Teachers ◽  
Language Learning Strategies ◽  
The Third ◽  
First Finding ◽  
Language Learning Strategy

Learning styles, language learning strategies, and ethnicity are three important factors in language learning. The information about these three things is very useful for language teachers to prepare and implement effective language learning. This study was conducted to describe the students ' learning style and language learning strategy and to know the similarities/differences from the two elements of Java, Papua, Flores, Dayak, and Batak ethnics. A number of 175 participants were involved in the study. Research data were obtained through the Fleming's learning VARK questionnaire and a language learning strategy questionnaire from Oxford. The results of the two questionnaires were analyzed to determine the type of learning style and language learning strategy. The first finding suggests that the main learning styles of students from the five ethnics are variants [aural] and [kinesthetic] including variations in bimodal, and trimodal. The second finding shows that the major language learning strategy is metacognitive and affective. The third finding reveals some similarities and unique differences in their learning style and learning strategy.

scholarly journals EXAMINING RELATIONSHIPS BETWEEN EFL STUDENTS' LEARNING STYLE, WRITING PROFICIENCY, AND SELF-ASSESSMENT

2018 ◽  
Vol 4 (2) ◽  
pp. 200
Author(s):  
Andri Suherman
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Learning Style ◽  
Mean Value ◽  
Writing Proficiency ◽  
Multiple Sources ◽  
Self Assessment ◽  
Writing Ability ◽  
Efl Learners ◽  
Assessment Performance

This research article aimed to explore the relationship between students’ learning styles, writing proficiency, and self-assessment. The participants in this case study were forty Indonesian tertiary-level EFL learners. This study investigated language learning styles preferences of the participants, analyzed preferred language learning styles of the most proficient writers, and explored how the partcipants assess their writing ability. Multiple sources of data were collected, including questionnaires, self-assessment checklist, and students’ writings. The findings revealed three main points. First, based on the mean value and standard deviation, Communicative was the most popular learning styles among the students, followed by three others styles, called Concrete, Analytical, and Authority-Oriented. Second, based on the students’ writing scores, eight students were considered the most proficient writers, and most of them had applied Communicative learning style to help them organize their writings. Third, the most proficient writers, compared to the self-assessment performance of the least proficient writers, appeared to underestimate their writing ability. The pedagogical implications of this study were to provide insight to EFL teachers into how students’ learning styles can help them to make the necessary adaptation and changes in the instruction, and to inform EFL learners with some suggestions to carry out self-assessments to help them improve their writing performance.

scholarly journals Exploring Language Learning Style Preferences of the ELT Graduate Students

2017 ◽  
Vol 4 (1) ◽  
pp. 45-58
Author(s):  
Rumana Rafique
Keyword(s):  
Graduate Students ◽  
Foreign Language ◽  
Learning Styles ◽  
Language Learning ◽  
Learning Style ◽  
Learning Style Preferences ◽  
Perceptual Learning Style ◽  
Style Preferences ◽  
The University ◽  
Individual Style

The paper aims at discovering the language learning style preferences of the ELT graduate students of the English Department of the University of Dhaka. The paper explores the students’ learning style preferences based on Reid’s (1984) six perceptual learning style categories such as visual, auditory, kinesthetic, tactile, group and individual style preferences. Both quantitative and qualitative data were collected using a questionnaire and interview of the ELT students of a public university in Bangladesh. The results revealed that the ELT students are more or less aware of their own learning styles and the way they learn better. It was found out from the study that majority of the students preferred the auditory style of learning while individual style is the least preferred. The study also brings students’ opinions regarding learning styles in the field of learning ESL (English as a Second Language) or EFL (English as a Foreign Language) to light. The paper then discusses the implications of the findings and offers some recommendations regarding the need to identify students’ learning styles in Bangladeshi classroom.  

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