An Exploration into the Alignment of Teaching and Learning Styles in the Context of Mul Tiethnic Efl Classroom
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Date
2009-07
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Addis Ababa University
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.
Key terms- Learning style preference, teaching style preference, ESLIEFL, Culture,
ethnic.
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Keywords
Learning style preference, teaching style preference, ESLIEFL, Culture, ethnic.