PROS AND CONS OF LEARNING STYLE: AN IMPLICATION FOR ENGLISH LANGUAGE TEACHERS

Authors

  • Aji Budi Rinekso Universitas Pendidikan Indonesia

https://doi.org/10.35974/acuity.v6i1.2396

Keywords:

Pros and Cons of Learning Style, Pedagogical Implication, English Language Teachers

Abstract

Learning style becomes a familiar theory for many English language teachers. With the hypothesis of matching instructions and learning styles resulting in effective learning, many of the English language teachers apply the learning style theory within their teaching practices. However, recent studies found that learning style is a myth since there were flaws that appeared in the learning style instruments and hypothesis. This study presents in-depth discussions about the pros and cons of learning styles. Detailed descriptions about the implication for English language teachers entailed at the end of the discussions. This study concluded that English language teachers may focus on (1) assessing students’ background knowledge and interests, (2) identifying students’ lacks and necessities, (3) provide more engaged teaching media and learning materials, (4) boosting students’ autonomy rather than merely getting involved in the raging debates of learning style.

Article Metrics

Downloads

Download data is not yet available.

References

Akbarzadeh, M., & Fatemipour, H. (2014). Examining the match or mismatch between teaching style preferences and upper-intermediate EFL learners’ learning style preferences. Procedia-Social and Behavioral Sciences, 98, 137-142. https://doi.org/10.1016/j.sbspro.2014.03.399

Briggs, K. and Myers, I. B. (1975) The Myers-Briggs Type Indicator. Palo Alto, CA: Consulting Psychologist Press.

Clark, R. E. (1982). Antagonism between achievement and enjoyment in AT1 studies. Educational Psychologist, 17, 92-10l.

https://doi.org/10.1080/00461528209529247

Coffield, F., Moseley, D., Hall, E., & Ecclestone, K. (2004a). Should we be using learning styles? Learning and Skills Research Centre. Retrieved on July 2020 from https://www.voced.edu.au/content/ngv:12401

Coffield, E, Moseley, D., Hall, E., & Ecclestone, K. (2004b). Learning styles and pedagogy in post-16 learning: A systematic and critical review. Learning and Skills Research Centre. Retrieved on July 2020 from https://www.voced.edu.au/content/ngv%3A13692

Damrongpanit, S., & Reungtragul, A. (2013). Matching of learning styles and teaching styles: Advantage and disadvantage on ninth-grade students academic achievements. Educational Research and Reviews, 8(20), 1937-1947. https://doi.org/10.5897/ERR2013.1583

Dembo, M. H., & Howard, K. (2007). Advice about the use of learning styles: A major myth in education. Journal of college reading and learning, 37(2), 101-109. DOI: 10.1080/10790195.2007.10850200

Dornyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. London: Lawrence Erlbaum Associates Publishers.

Dunn, R. & Dunn, K. (1993) Teaching secondary students through their individual learning styles. Boston: Allyn and Bacon.

Fleming, N. D. (2001) Teaching and learning styles: VARK Strategies. Honolulu: VARK-Learn.

Gardner, H. (1993). Multiple intelligences: The theory in practice. New York: Basic Books.

Gilakjani, A. P. (2012). Visual, auditory, kinaesthetic learning styles and their impacts on English language teaching. Journal of studies in education, 2(1), 104-113. doi:10.5296/jse.v2i1.1007

Gregorc, A. F. (1979). Learning/teaching styles: Potent forces behind them. Educational Leadership, 36(4), 234-236.

Hawk, T. F., & Shah, A. J. (2007). Using learning style instruments to enhance student learning. Decision Sciences Journal of Innovative Education, 5(1), 1-19. https://doi.org/10.1111/j.1540-4609.2007.00125.x

Honey, P. & Mumford, A. (1986). Manual of learning styles (2nd Ed.). London: P. Honey.

Husmann, P. R., & O'Loughlin, V. D. (2018). Another nail in the coffin for learning styles? Disparities among undergraduate anatomy students’ study strategies, class performance, and reported VARK learning styles. Anatomical sciences education, 12(1), 6-19. https://doi.org/10.1002/ase.1777

Kang, S. (1999). Learning styles: Implications for ESL/EFL instruction. In English Teaching Forum (Vol. 37, No. 4, pp. 6-11). Retrieved on July 2020, from https://perma.cc/SLC3-2U2R

Karabuga, F. (2015). Match or mismatch between learning styles of prep-class EFL students and EFL teachers. Electronic Journal of Foreign Language Teaching 12 (2): 276–288. Retrieved on July 2020, from https://e-flt.nus.edu.sg/v12n22015/karabuga.pdf

Kirschner, P. A. (2017). Stop propagating the learning styles myth. Computers & Education, 106, 166-171. http://dx.doi.org/10.1016/j.compedu.2016.12.006

Kolb, D. A. (1984) Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall, Inc.

Newton, P. M. (2015). The learning styles myth is thriving in higher education. Frontiers in psychology, 6, 1908.

https://doi.org/10.3389/fpsyg.2015.01908

Newton, P. M., & Miah, M. (2017). Evidence-based higher education–is the learning styles ‘myth ‘important? Frontiers in psychology, 8, 444.

Ortega, L. (2009). Understanding second language acquisition. New York: Routledge.

Oxford, R., Ehrman, M. & Lavine, R. Z. (1991). Styles wars: teacher-student style conflicts in the language classroom. In Magnan, S. S. (ed.), Challenges in the 1990s for College Foreign Language Programs, pp. l-25. Boston, MA: Heinle & Heinle.

Oxford, R. L., Holloway, M. E., & Horton-Murillo, D. (1992). Language learning styles: Research and practical considerations for teaching in the multicultural tertiary ESL/EFL classroom. System, 20(4), 439-456. https://doi.org/10.1016/0346-251X(92)90057-A

Oxford, R. L., & Anderson, N. J. (1995). A crosscultural view of learning styles. Language teaching, 28(4), 201-215.

DOI: https://doi.org/10.1017/S0261444800000446

Peacock, M. (2001). Match or mismatch? Learning styles and teaching styles in EFL. International journal of applied linguistics, 11(1), 1-20. https://doi.org/10.1111/1473-4192.00001

Pritchard, A. (2009). Ways of learning: Learning theories and learning styles in the classroom (2nd Ed..). Routledge.

Reid, J. M. (1987) The learning style preferences of ESL students. TESOL Quarterly 21.1: 87–111. https://doi.org/10.2307/3586356

Reid, J. M. (1995). Learning styles in the ESL/EFL classroom. Heinle & Heinle Publishers, International Thomson Publishing Book Distribution Center, 7625 Empire Drive, Florence, KY 41042.

Riener, C., & Willingham, D. (2010). The myth of learning styles. Change: The magazine of higher learning, 42(5), 32-35. DOI:

1080/00091383.2010.503139

Rinekso, A. B., & Kurniawan, E. (2020). Fostering language learner autonomy through the involvement of ICT: Teachers ‘perception. ELTR Journal, 4(2), 1-14.

Selinker, L. & Gass S.M. (2008). Second language acquisition: An introductory course. New York. Taylor & Francis.

Smith W, Sekar S & Townsend K (2002). The impact of surface and reflective teaching and learning on student academic success. In M Valcke & D Gombeir (eds) Learning styles: reliability and validity. 407–418. Proceedings of the 7th Annual European Learning Styles Information Network Conference, 26–28 June, Ghent. Ghent: University of Ghent.

Stahl, S. A. (1999). Different strokes for different folks? A critique of learning styles. American Educator; 23(3), 27-31. Retrieved on July 2020 from https://www.aft.org/sites/default/files/periodicals/DiffStrokes.pdf

Toyama, M., & Yamazaki, Y. (2020). Are there effects of a match between learning style and teaching style in an EFL classroom? Innovation in Language Learning and Teaching, 14(3), 243-258.

https://doi.org/10.1080/17501229.2019.1575386

Wallace, W. And Oxford, R. (1992) Disparity in learning styles and teaching styles in the ESL classroom: does this mean war? AMTESOL Journal 1, 45-68.

Westby, C. (2019). The Myth of Learning Styles. Word of Mouth, 31(2), 4-7. https://doi.org/10.1177/1048395019879966a

Zhou, M. (2011). Learning styles and teaching styles in college English teaching. International Education Studies, 4(1), 73-77. Retrieved on July 2020, from https://files.eric.ed.gov/fulltext/EJ1066395.pdf

Downloads

Published

2020-12-02

How to Cite

[1]
A. B. Rinekso, “PROS AND CONS OF LEARNING STYLE: AN IMPLICATION FOR ENGLISH LANGUAGE TEACHERS”, JELPEDLIC, vol. 6, no. 1, pp. 1-12, Dec. 2020.