Why Should Teachers And Students Be Aware Of Learning Styles?  

Oleh:

Gilhooly, Anne ; Tuzlukova, Victoria

Jenis: Article from Proceeding
Dalam koleksi: 57th TEFLIN International Conference: Revitaziling professionalis in ELT as a response to the globlazed world, Bandung, 1-3 November 2010
Topik: Teacher Professionalism; learning styles; perceptual learning styles; student-centered; personalized learning; EAP/ESP
Fulltext: Anne Elizabeth Gilhooly & Victoria Tuzlukova.pdf (180.71KB)

Isi artikel

Following contradictory discussions over several decades in academic and foreign language teaching/learning communities on learning styles, learning experiences and contexts in which they are employed (Coffield et al, 2004; Decapua & Wintergerst, 2005; Fleming, 2007; Isemonger & Sheppard, 2003, 2007; Muir, 2001; Oxford 2003; Pashler, et al, 2009; Reid, 1987, 1995; Wintergerst & Decapua, 2003), this paper argues in favor of considering students’ learning styles and individual preferences for designing effective English language learning courses. Adjusting this consideration to produce a clearer understanding of this aspect of English language pedagogy, it discusses the findings of two case studies performed at the Language Centre of Sultan Qaboos University that enabled the authors to analyze Omani university students’ individual perceptual learning style preferences and manifestations from a variety of perspectives and apply research findings to the educational situations of the effective English language classroom.

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