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The Necessity of Relationship between Learning and Teaching Styles in English Classes:

Advances in Asian Social Science

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Title The Necessity of Relationship between Learning and Teaching Styles in English Classes:
 
Creator Yari, Taleb; MA in TEFL,Official EFL Instructor,Ministry of Education,Tabriz
 
Subject Relationship, English Learning and Teaching Styles, Discussion
 
Description Learning styles are a student’s “natural, habitual and preferred ways” of absorbing and processing a second language. This study investig­ated the hypothesis that a relationship between teaching and learning styles causes learning failure, frustration and demonization. Data were collected through Reid’s questionnaire, interviews and tests using 52 EFL students and 12 EFL teachers at a Asia Language Institute in Tabriz. It was found that learners favored Kinesthetic and Auditory and disfavored Individual and Group styles, while teachers favored Kinesthetic, Group and Auditory styles and disfavored Tactile and Individual styles; Western teachers also disfavored Auditory styles. There was therefore a relationship regarding Group and Auditory styles. Interviews revealed that 72% of the students were frustrated by a relationship between teaching and learning styles; 76% said it affected their learning, often seriously; and 81% of the teachers agreed with Reid’s hypothesis. The correlations between learning style, proficiency and discipline were also checked. Learners who favored Group styles were significantly less proficient. Conclusions are that EFL teachers should teach in a balanced style in order to accommodate different learning styles.
 
Publisher World Science Publisher
 
Contributor —
 
Date 2015-12-18
 
Type info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
—
 
Format application/pdf
 
Identifier http://worldsciencepublisher.org/journals/index.php/AASS/article/view/1391
 
Source Advances in Asian Social Science; Vol 5, No 3 (2014); 960-965
2167-6429
 
Language eng
 
Relation http://worldsciencepublisher.org/journals/index.php/AASS/article/view/1391/1129
 
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