scholarly journals 日本人大学生の外国語学習スタイルとKolbのExperiential Learning Theory — Foreign Language Learning Style of Japanese University Students and Kolb’s Experiential Learning Theory

2002 ◽  
Vol 24 (2) ◽  
pp. 167
Keyword(s):  
Experiential Learning ◽  
Learning Styles ◽  
Language Learning ◽  
Learning Style ◽  
Learning Theory ◽  
Foreign Language Learning ◽  
Experiential Learning Theory ◽  
Japanese University ◽  
Five Factors ◽  
English Speaking

This study examined whether David A. Kolb’s (1984) Experiential Learning Theory (ELT) can be applied to Japanese. ELT has received particular attention in describing individual learning processes in English speaking countries where Learning Style Study is prosperous. ELT postulates two orthogonal bipolar dimensions of cognitive development: the active-reflective dimension and the abstract-concrete dimension. Kolb uses these polar extremes to define a four-stage cycle of learning. It begins with the acquisition of concrete experience (CE). This gives way to reflective observation (RO) on that experience. Next to that, theory building or abstract conceptualization (AC) occurs. The theory is then put to the test through active experimentation (AE). The cycle thus recommences since the experimentation itself yields new concrete experience. There are two questionnaires based on Kolb’s theory in wide use The Learning Style Inventory (LSI) and Learning Styles Questionnaire (LSQ). LSI is one of the most popular questionnaires in English speaking countries; however, some researchers have called into question its reliability and validity. LSQ was developed after considering LSI’s problems, but its reliability and validity also have not been examined sufficiently. The author translated LSI and LSQ into Japanese to apply them in a pilot study. Some problems ware reported, such as the method of answering LSI, the ambiguity of LSQ, and factors that are difficult to understand for English non-native speakers. The author accordingly developed a new questionnaire that was based on ELT but revised for Japanese. The questionnaire consisted of a set of 12 randomly arranged items on each of the four learning stages to be measured. The Likert-scaled 48 items ranged from Strongly Agree (6) to Strongly Disagree (0). The questionnaire was distributed at two national universities and 218 students completed it. The principal component analysis was carried out and promax rotation was used. Contrary to Kolb’ theory, which has two bipolar axes and four poles of learning, in this study five factors were found: Deliberative, Logical, Pragmatic, Challenge and Systematic. The Deliberative style means that when a learner has this ability, he or she makes decisions after deliberation and progresses step-by-step. The Logical style represents a learner who attaches importance to logic and correctness. The Pragmatic style stands for a learner who always thinks about using language in the real world. The Challenge style means a learner who is flexible to new things and solves problems actively. The Systematic style describes a learner who finds rules from a lot of information and learns systematically. The result of Cronbach’s alpha analysis indicated that all the five factors have a high degree of internal reliability from .77 to .65 and possess some degree of correlations from -.07 to .51. The result means that there are not two bipolar axes as Kolb supposed, but five factors that are independent with only factor one and two having a correlation with each other. Because the five factors are independent and have a high degree of internal reliability, Japanese university students have foreign language learning styles that are different from Kolb’s theory. Although the theory has received much attention and LSI and LSQ are widely used in English speaking countries, they cannot be applied directly to Japanese university students. Thus it is concluded that a new theory and questionnaire are needed in order to grasp the foreign language learning style of Japanese. 本稿ではまず、欧米で広く認められているKolb (1984) のExperiential Learning Theoryとそれに基づいて作成された２つの調査票The Learning Style Inventory（LSI）とLearning Styles Questionnaire (LSQ)の概略と問題点についてまとめた。次にその問題点を踏まえて筆者がKolbの理論に基づいて新たに外国語学習スタイル調査票を作成し、日本人大学生を対象に調査を行った。その結果、Kolbが想定した２つの軸や４つの学習能力を示す因子は抽出されず、「熟考」、「論理」、「実用」、「挑戦」、「秩序」の５因子が抽出された。この5因子はそれぞれ独立しており内的一貫性も認められるため、日本人大学生にはKolbの理論とは異なる外国語学習スタイルが存在する可能性が高い。このことはLSIやLSQを日本人大学生に使用し、結果をKolbの理論にそのまま当てはめて解釈するのは問題があることを示してい

Comparing managers’ and non-managers’ learning and competencies

2018 ◽  
Vol 30 (4) ◽  
pp. 274-290 ◽  
Author(s):  
Yoshitaka Yamazaki ◽  
Michiko Toyama ◽  
Andreas Joko Putranto
Keyword(s):  
Experiential Learning ◽  
Learning Styles ◽  
Learning Style ◽  
Learning Theory ◽  
Experiential Learning Theory ◽  
Competency Development ◽  
Learning Skills ◽  
Content Type ◽  
Relationship Skills ◽  
Analysis Theory

Purpose The purpose of this study is to empirically explore how managers differ from non-managers with regard to learning skills as competencies and learning style in a public-sector work setting. The paper also examined how learning style affects competency development. Design/methodology/approach This study applied Kolb’s experiential learning theory concomitant with its instruments to analyze 12 skills and 4 learning styles. A total of 457 government officers from the Indonesian Ministry of Finance and Ministry of Internal Affairs participated in this study, including 112 managers and 345 non-managers. Findings The study had four major findings. Although the two groups were similar in technology skills, managers had stronger skills than non-managers in leadership, relationship, helping, sense making, information gathering, information analysis, theory building, quantitative analysis, goal setting, action and initiative. Relationship skills were important for both managers and non-managers. Managers were more abstract and less concrete learners than non-managers. The learning style with more thinking over feeling affected learning skills development much more than the learning style with more acting over reflecting. Originality/value Using experiential learning theory, this study has clarified what competencies of managers are more developed than those of non-managers and how the two groups learn differently.

scholarly journals RELATIONSHIP BETWEEN LEARNING STYLES GRAMMAR STUDENTS AND SCHOOL ACHIEVEMENT/ПОВЕЗАНОСТ СТИЛОВА УЧЕЊА УЧЕНИКА ГИМНАЗИЈЕ СА ШКОЛСКИМ УСПЕХОМ

TEME ◽  
2017 ◽  
pp. 1223
Author(s):  
Stanislava Olić ◽  
Jasna Adamov
Keyword(s):  
Academic Achievement ◽  
Gender Differences ◽  
Experiential Learning ◽  
Learning Styles ◽  
Learning Style ◽  
Learning Theory ◽  
School Achievement ◽  
School Context ◽  
Logical Structure ◽  
Experiential Learning Theory

The research focuses on identifying learning styles of students using Experiential Learning Theory. Тhe paper explores the connection between the preferred learning styles of students with academic achievement аnd gender differences. The findings indicate that assimilating learning style most preferred by students. Furthermore, the study shows that there are significant differences in learning styles of students in terms of gender differences of students. The results suggest that within the school context in Serbia such teaching strategies are applied that encourage the development of the assimilating style – lectures through which a number of information systematized in a logical structure are transferred to students. Also, most of the students who have excellent school achievements actually prefer the assimilating learning style. This finding can be explained by the assumption that students develop their own learning styles in accordance with teachers' expectations.

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 Experiential Learning Theory: From Theory To Practice

2010 ◽  
Vol 8 (5) ◽  
Author(s):  
Mary McCarthy
Keyword(s):  
Experiential Learning ◽  
Learning Style ◽  
Learning Theory ◽  
Accounting Students ◽  
Experiential Learning Theory ◽  
Learning Style Inventory ◽  
Learning Style Preferences ◽  
Theory To Practice ◽  
Learning Through Experience ◽  
Style Preferences

<p class="MsoNormal" style="text-align: justify; line-height: normal; margin: 0in 0.5in 0pt; mso-pagination: none;"><span style="font-family: &quot;Times New Roman&quot;,&quot;serif&quot;; font-size: 10pt;">This paper examines Kolb&rsquo;s (1984) Experiential Learning Theory and Learning Style Inventory, presents a summary of some research examining accounting students&rsquo; learning style preferences, and provides examples of activities to incorporate into the instructional environment that encourages learning through experience.</span></p>

scholarly journals Teachers' Perception of the Students' Foreign Language Learning and the Potential Role of ICT

2019 ◽  
Vol 9 (2) ◽  
pp. 1-18
Author(s):  
María del Carmen Horno Chéliz ◽  
Antonio Sarasa Cabezuelo
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Learning Style ◽  
New Technologies ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
Theory And Practice ◽  
Learning Problems ◽  
Relevant Effect ◽  
Teaching Learning

This article focuses on the learning problems that arise in the teaching of second languages. Nowadays, the introduction of new technologies in this field has had a relevant effect by offering new possibilities that did not exist in the analogue era. However, many of the learning problems persist, and one of the causes identified is the change in learning styles. The use of new technologies has fostered an experimental learning style among students. This style is incompatible with traditional classes of theory and practice, in which an intellectual effort is required to understand the theory and then put into practice what has been learned. The present work starts from this reality and tries to provide possible improvements. For this, an analysis of the main problems encountered by the learners in the various linguistic acquisition components (lexicon, grammar and processes of comprehension and production, both oral and written) has been carried out. The method used was a questionnaire answered by 113 active language teachers. After the analysis of the answers received, a series of specific problems of the teaching-learning process was enumerated and different IT applications and ICT resources were searched that could solve or at least minimize them.

scholarly journals Graduate Students’ Proficiency Strategy Attitutes on Autonomous Learning in Foreign Language Learning

2018 ◽  
Vol 11 (7) ◽  
pp. 142
Author(s):  
Halil Küçükler
Keyword(s):  
Graduate Students ◽  
Foreign Language ◽  
Learning Styles ◽  
Language Learning ◽  
Learning Style ◽  
Foreign Language Learning ◽  
Autonomous Learning ◽  
Perceptual Learning Style ◽  
Medium Level ◽  
High Level

The aim of the study is to investigate the strategy attitudes of graduate students’ proficiency attitudes on autonomous learning in foreign language learning. This survey was conducted in Balıkesir University in academic years of of 2014-2015. The survey analyses graduate (Master of Arts) students’ foreign language learning styles and strategies to find out to what extent they are autonomous. Two kinds of questionnaires were administered. The first one was learner autonomy survey questionnaire developed by Zhang and Li (2004), which was administered to investigate how autonomous the participants were in learning English as a foreign language. The second one was the perceptual learning style preference questionnaire (PLSPQ) developed by Reid (1987). The two questionnaires were administered to 600 graduate students enrolled in the Institutions of Social Sciences and the Institution of Health at Balıkesir University in the academic years of 2014-2015. Only 504 graduate students responded the questionnaires. Then it was announced that there would be two types of English YDS preparation courses for the participants enrolled at Balıkesir University, Institute of M.A programs. 30 participants applied to join the courses. The participants are assigned to two groups, as instructed and non-instructed on voluntary bases. The results of data analysis showed that most of the participants preferred to learn English in class. But few students believed that they would be successful by self-study. The learners did not use strategies in high level but they used them in medium level.

scholarly journals The Relationship between Learning Styles and Metacognitive Reading Strategy of EFL Learners

2016 ◽  
Vol 4 (1) ◽  
pp. 47 ◽  
Author(s):  
Zohreh Jafarpanah ◽  
Majid Farahian
Keyword(s):  
Foreign Language ◽  
Learning Styles ◽  
Language Learning ◽  
Learning Style ◽  
Proficiency Test ◽  
Foreign Language Learning ◽  
Reading Strategy ◽  
Metacognitive Strategy ◽  
Efl Learners ◽  
The Relationship

<p>Learning styles and strategies are among the important factors which affect the learners’ performance in foreign language learning. The present study investigated the relationship between learning styles and metacognitive reading strategy of Iranian EFL (English as Foreign language) learners. It has also made an attempt to discover which learning style has the strongest correlation with metacognitive reading strategy. Accordingly, a total sample of 128 students who studied EFL at university was asked to answer a proficiency test. The purpose of administrating the proficiency test was to have a homogenized group of intermediate EFL learners. As the next step, the participants were asked to answer two questionnaires which explored their metacognitive reading strategy and learning styles. The data analysis indicated that thirteen learning styles out of twenty-three ones have a significant, positive correlation with metacognitive strategy. Moreover, there was a significant correlation between visual, auditory, introvert, intuitive, concrete, closure-oriented, synthesizing, analytic, sharpener, deductive, field independent, metaphoric, and reflective styles with metacognitive reading strategy. In addition, among 23 learning styles, visual, closure- oriented and synthesizing styles had the strongest correlation with metacognitive strategy. The findings revealed that Iranian EFL learners with these three learning styles use more metacognitive reading strategy.</p><p><strong>Keywords</strong><strong>:</strong> Learning Styles, Metacognitive Reading Strategy, Foreign Language Reading</p>

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