International Journal of Research in English Education
ژورنال بین المللی تحقیقات در آموزش انگلیسی
IJREE
Literature & Humanities
http://ijreeonline.com
1
admin
2538-4015
2538-3027
8
10.52547/ijree
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en
jalali
1399
12
1
gregorian
2021
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1
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online
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fulltext
en
Mismatches in Teachers’ Teaching and Students’ Learning Styles in English Classes at a Secondary School Level: A Case Study of Laotian Secondary Schools
Mismatches in Teachers’ Teaching and Students’ Learning Styles in English Classes at a Secondary School Level: A Case Study of Laotian Secondary Schools
تخصصي
Special
پژوهشي
Research
<span style="font-family:Times New Roman,serif;"><span style="font-size:10.0pt;">This study is aimed at (1) examining the preferred English learning styles among secondary school students; (2) exploring the mismatches in teachers’ English teaching styles and students’ learning style preferences. A quantitative approach was used to seek answers to the research questions. The sample of this research involved 204 students and 5 teachers of English from 5 different secondary schools in Vientiane Capital, Lao PDR. All student and teacher participants were invited to rate their agreement levels on a five-point rating scale, towards Reid’s (1995) six learning style preferences. The data collected were analyzed based on descriptive statistics. The findings reveal that student participants had more than one preferred learning styles. They preferred Kinesthetic, Group, and Audio learning styles in their English classes. For them, learning through doing, learning and working together with classmates, doing or resolving challenging tasks as well as listening to teachers and someone’s instructions through interaction made them learn more effectively. The study also finds that mismatches in styles between teachers’ teaching styles and students’ learning style preferences do exist in four out of the five sampled schools. Teachers are more oriented to Visual styles. For instance, they favor writing things on board, asking students to read from textbooks, provide activities that make students read rather than listen to instructions, while students are likely not to prefer the Visual learning style. </span></span>
This study is aimed at (1) examining the preferred English learning styles among secondary school students; (2) exploring the mismatches in teachers’ English teaching styles and students’ learning style preferences. A quantitative approach was used to seek answers to the research questions. The sample of this research involved 204 students and 5 teachers of English from 5 different secondary schools in Vientiane Capital, Lao PDR. All student and teacher participants were invited to rate their agreement levels on a five-point rating scale, towards Reid’s (1995) six learning style preferences. The data collected were analyzed based on descriptive statistics. The findings reveal that student participants had more than one preferred learning styles. They preferred Kinesthetic, Group, and Audio learning styles in their English classes. For them, learning through doing, learning and working together with classmates, doing or resolving challenging tasks as well as listening to teachers and someone’s instructions through interaction made them learn more effectively. The study also finds that mismatches in styles between teachers’ teaching styles and students’ learning style preferences do exist in four out of the five sampled schools. Teachers are more oriented to Visual styles. For instance, they favor writing things on board, asking students to read from textbooks, provide activities that make students read rather than listen to instructions, while students are likely not to prefer the Visual learning style.<br>
learning styles, mismatches, secondary schools, teaching styles
learning styles, mismatches, secondary schools, teaching styles
16
33
http://ijreeonline.com/browse.php?a_code=A-10-718-1&slc_lang=en&sid=1
Souksakhone
Sengsouliya
Souksakhone
Sengsouliya
noysoukssly@yahoo.com
10031947532846002060
10031947532846002060
Yes
Faculty of Education, National University of Laos
Sithane
Soukhavong
Sithane
Soukhavong
10031947532846002061
10031947532846002061
No
Faculty of Education, National University of Laos
Faculty of Education, National University of Laos
Say
Phonekeo
Say
Phonekeo
10031947532846002062
10031947532846002062
No
Faculty of Education, National University of Laos
Faculty of Education, National University of Laos
Souk
Sengsouliya
Souk
Sengsouliya
10031947532846002063
10031947532846002063
No
Faculty of Education, National University of Laos
Faculty of Education, National University of Laos
Toby
Xaixanith
Toby
Xaixanith
10031947532846002064
10031947532846002064
No
Faculty of Education, National University of Laos
Faculty of Education, National University of Laos