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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/3669

Title: AN EXPLORATION INTO THE ALIGNMENT OF TEACHING AND LEARNING STYLES IN THE CONTEXT OF MUL TIETHNIC EFL CLASSROOM.
Authors: YOSEF, TIKU
Advisors: W/ro. Elizabeth Ayalew,
Keywords: Learning style preference,
teaching style preference,
ESLIEFL,
Culture,
ethnic.
Copyright: Jul-2009
Date Added: 6-Nov-2012
Abstract: This study aimed at investigating the extent to which the teaching style preferences of EFL teachers match or mismatch with the preferred perceptual learning styles exhibited by multi-ethnic EFL students. The study applied both quantitative and qualitative research design. Data on learning styles were collected using Reid's (1987) perceptual learning style preference questionnaire (PLSPQ). Information on teachers preferred teaching styles was obtained using the adapted version of the PLSPQ. Semi-structure interview was conducted with the students and teachers to gather additional data. One hundred sixty EFL students and seven EFL teachers were selected as respondents of the questionnaire at Gambella Teachers Education College and Openo Technical and Vocational College in Gambella Regional State. Preference means and percentages were calculated for the learning styles and the teaching styles. Description was given to the responses to the interview. Results revealed that there are differences between the teachers preferred teaching styles and the students learning style preference. Auditory and Individual styles were expressed as major preferences of students. Group, Kinesthetic, and Auditory styles were indicated as teachers' major preference. Significant differences in the learning preferences among students from different ethnic groups were also investigated. The interview result indicated that teachers do not assess students' learning styles, and hence mismatch often occur in the classroom which affected the success of students learning. In line with finding, recommendations have been given at the end.
URI: http://hdl.handle.net/123456789/3669
Appears in:Thesis - Teaching English as a Foreign Language

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