TITLE: Preferred learning styles by UPM Bachelor of English students in language

learning

INTRODUCTION

Statement of the problem

Learning styles are both “individually and culturally motivated” (Kachru, 1988;

Nelson, 1995). In different situation or culture background, different types of learning

styles preferences among individual exists. Cohen (1969) and Oxford et al. (1991)

suggested that conflicts do exist in the second language learning classroom context where

students differ from the target language background try to master the language, and when

the teacher does not understand the relationship between students’ learning styles and

his/her own teaching styles (qtd. in Nunan, 2003, p. 269). In short, learning styles

performs an important part in second language learning and teaching. The relationship

between teaching and students’ learning styles should be heavily considered by educators

(Mulalic et al., 2009). Here in Malaysia, there have been many studies made to explore

English learners’ learning styles (Al-Tamimi and Shuib, 2009). A study made in National

University of Malaya found that most students admitted that laziness heavily influence

their learning and they are very dependent learner (Roziah & Ezad, 2003). Despite a

number of studies being conducted relating to learning styles in Malaysian context, there

is still clear that studies should be carried to investigate Malaysian University students’

learning styles specifically those taking English courses. So, it is important to explore the

preferred learning styles of university students taking Major English course (Al-Tamimi

and Shuib, 2009).

General Objective

This study aim to examine the learning styles preferred by ESL students in

language learning

1

Specific Objectives

Based on the above objective, we have formulate two specific objectives for this

study which are; to find out what learning styles are preferred by ESL students and to

determine factors behind the preferred learning styles.

Research Questions

This study aim to explore the following questions;

Whether the ESL students are sensitive or sequential, global or dependent

or simply are they active or passive learners?

What are the factors exist behind the learning styles preferences of ESL students?

Significance of the study

This study will hope to add to the literary work on understanding the area of ESL

students’ learning styles. By determining the preferred learning styles used by ESL

students and the factors behind it, we hope to contribute in helping educators designing

and altering language teaching to best accommodate students. Joy M Reid (2005) stressed

out that by recognizing the learning style preference of non native speakers which in this

context, Malaysian students, can give impact in developing and designing teaching

methodologies and pedagogies.

Definition of Term

There have been many models designed to investigate the students’ preferred

learning styles (e.g. Felder and Silverman, 1988; Kolb, 1984; Reid, 1987). In this study,

we adapted Felder and Silverman’s (1988) model in trying to examine the learning styles

preferences of UPM Bachelor of English students. This model have 4 dimension which

are; perceiving information (Sensing/Intuitive), inputting information (Visual/Verbal),

processing information (Active/Reflective) and understanding information

(Sequential/Global).

2

LITERATURE REVIEW

Within Malaysia context, it can be said that educators in language learning have same

preferences with their students. A study carried out at the National University of

Malaysia on 53 students, who were doing a course called English for Hospitality

Purposes, and three teachers (Siti, 2003). The objective of this study was to investigate

the styles preferred by these ESP learners and find out whether the teachers are aware of

their students' learning preferences (Siti, 2003). Siti (2003) used a questionnaire

developed by Brindley (1984) as her instrument and results showed there are connections

between what the students like and what teachers like in many aspects (Siti, 2003).

Ong et al. (2006) conducted a research focusing on the learning style preferences and

English proficiency of TESL students at Institut Perguruan Bahasa-Bahasa Antarabangsa

(IPBA). The study main purpose was to “investigate the effect of learning style

preferences on the students’ written English proficiency” (Ong et al., 2006). The main

research instrument was Learning Style Preference questionnaire designed by Joy M.

Reid. The results showed that the majority of those subjects preferred kinesthetic and

none of them like verbal learning styles in language learning. This study also reported

that students’ learning styles affect their written English proficiency (Ong et al., 2006).

From this we see that learning styles play an important part in language learning thus it is

essential to determine those preferred students’ learning styles.

However, different students’ have different learning styles (Felder & Spurlin, 2005).

It would be wrong to assume Malaysian TESL or ESP students have same view of

learning style preference. Mulalic et al. (2009) had done a study to explore the field of

problems and challenges related to Perceptual Learning Styles (PLS) of students in

English as Second Language Situation (ESL) in Malaysia. The paper focused on

analyzing the link between learning styles and the possible impact of determining

students’ PLS. Mulalic et al. (2009) used Perceptual Learning Style Preference

Questionnaire (PLSPQ) which was been developed by Joy Reid (1987) in order to asses

the PLS preferences of 160 ESL students. The result of this study found that most

3

students’ preferred kinesthetic learning styles and give some interest in Visual, Auditory

and Group Learning (Mulalic et al., 2009).

In another study on learning styles, the results bore slight similar results within

Malaysian context. Atef Al-Tamimi and Munir Shuib(2009) in Universiti Sains Malaysia

carried out a study focused on identifying type of learning styles preferred by students in

USM taking English major .They had adopted The Index of Learning Styles (ILS)

questionnaire by Felder and Soloman (2004) as their research’s instrument. Sample for

this study were 60 final year students taking Major English at USM. The study reported

that majority of respondents are sensing, visual learners, prefer to get learning in active

way and have a slight preference toward learning sequentially (Al-Tamimi and Shuib,

2009).

4

METHODOLOGY

Research Method

This research will be based on survey design. We are aiming to collect students’

responses regarding preferred learning styles. Our research will take place in Faculty

Modern Languages and Communications, University Putra Malaysia

Subjects

We will identify randomly 60 UPM final year students taking Bachelor of English

in the academic year 2009-2012 to be our subjects.

Instruments

This survey will use a set of questionnaire, adapted from The Index of Learning

Styles (ILS) questionnaire which was developed by Felder and Soloman (2004). The ILS

questionnaire which was based on Felder and Silverman’s (1988) model is fit and

consistent to answer all research questions relating students’ learning styles (Felder and

Spurlin, 2005). The set of questionnaire consists of 44 questions that will help to classify

the subjects according to their learning styles. In addition to this, information regarding

subjects’ demographic background will be collected such as their age, gender, ethnicity

and current English result.

Procedures

This set will be distributed to subjects of this study during class break and we

predict it will only take 40 minutes from each subjects to answer all questions and return

back the questionnaires.

Data Analysis

All data collected from the questionnaire will then being analyzed using

Microsoft Excel. Data gathered will be arranged so that all research questions will be

answered. The findings from this data analysis will be presented in charts and graphs to

give clearer understanding.

5

REFERENCES

Al-Tamimi, Atef and Shuib, M.. (2009). Investigating the Learning Styles Preferences of

ESL Learners: The Case of English Majors in Universiti Sains Malaysia. Malaysian

Journal of ELT Research, Vol. 5, p. 56-107.

Felder, R., and Spurlin, J.(2005). Applications, Reliability and Validity of the Index of

Learning Styles. International Journal of Engineering Education, 21 (1), p.103-

112.

Mulalic, Almasa, Mohd Shah, Parilah and Fauziah Ahmad (2009). Perceptual Learning

Styles of ESL. Students European Journal of Social Sciences – Volume 7, Number

3, p. 101- 113.

Nunan, David. (1989). Hidden Agendas: The Role of the Learner in Programme

Implementation. In R. K. Johnson (ed.), The Second Language Curriculum.

Cambridge: Cambridge University Press. p. 176-186.

Nunan, David. (2003). Practical English Language Teaching. New York: McGraw- Hill,

p. 268-269

Ong, A., Rajendram, S., and Yusof, M. (2006). Learning Style Preferences and English

Proficiency among Cohort 3 Students in IPBA. Retrieved March 10, 2011 from

http://apps.emoe.gov.my/ipba/ResearchPaper/stdntseminar/pg23to36.pdf.

Reid, Joy M. (1987). The Learning Style Preferences of ESL Students. TESOL Quarterly,

21, p. 87-111.

Roziah Sidik and Ezad Azraai Jamsari. (2003). Cultural Influences on Malay Students’

Learning Styles. A Paper Presented at The Learning Conference 2003: What

Learning Means. Retrieved March 10, 2011 from

6

http://2003.learningconference.com/ProposalSystem/Presentations/P000023.

Siti Hamin Stapa (2003). ESP Students’ Learning Preferences: Are the Teachers Aware?

ESP WORLD, 1(4), 2. Retrieved March 13, 2011 from:

http://www.esp-world.info/Articles_4/Stapa.htm

7