A Study on Preferred Learning Styles of Turkish EFL Teacher Trainees

İnal, Sevim; Büyükyavuz, Oya; Tekin, Mustafa

doi:10.14221/ajte.2014v40n3.4

Cited by 8 publications

(13 citation statements)

References 29 publications

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“…In other words, with the help of Lean, both the teachers and the students may execute the learning process in a better way and at the same time Lean can enrich the motivation of all of the school's participants (Sugita McEown & Takeuchi, 2014). Moreover, it has been found out that learning styles play a major role in language education and it is a must to identify students' learning styles when designing effective lessons and logical language teaching programs (Inal, Büyükyavuz & Tekin, 2015). If learning styles are taken into account in the creation of language learning procedures, an opportunity of equal education can be provided to learners, so from this perspective Lean can bring equality to language education, because in its nature Lean respects every individual and the learning preferences of them.…”

Section: Discussionmentioning

confidence: 99%

An analysis of innovative Lean Method in foreign language learning

Tilfalioğlu¹

2020

Dil Ve Dilbilimi Çalışmaları Dergisi

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The question of how to teach and learn English has been the preoccupation of many scholars of English Language Teaching for more than a century. Since the emergence of grammar translation method, researchers, teachers, and academicians have been trying to find the best method for their learners. In other words, this process can be defined as a century of questioning. In fact, some of the methods have been successful to some extend in the mastery of language, but most of them unfortunately cannot even reach the promised lands of the fruitful learning, and none of them were completely suitable for all types of the learners. There are several reasons behind this problem, and one of them could be the students' contribution in the creation of these methods. It has been rarely questioned that how students feel about these methods employed in English classes, despite the fact that these methods, namely innovations, have been created for the purpose of students' mastery of foreign language learning. This study is mainly focused on using quantitative design conducted with 975 students and participants were randomly selected from 3 universities, 5 high schools, 2 middle schools and 1 primary school in Turkey and Iraq in order to analyze the suitability of English instruction from the perspective of learners towards innovative lean method. Within the context of the study, the students' attitudes and opinions towards innovative Lean Educational method were revealed and some recommendations were developed for especially language teachers and researchers.

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Section: Discussionmentioning

confidence: 99%

An analysis of innovative Lean Method in foreign language learning

Tilfalioğlu¹

2020

Dil Ve Dilbilimi Çalışmaları Dergisi

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“…Furthermore, Goodridge, Lawanto and Santoso (2017) revealed that previous educational experience also affected the learning styles of their students who were learning based on online instruction. Meanwhile, other researchers have found that cultural factors such as age and educational level also influence students' learning styles (Inal, Büyükyavuz, & Tekin, 2015). Moreover, Sywelem et al, (2012) found that high and low achieving students also employed different learning styles.…”

Section: Relevant Literaturementioning

confidence: 99%

Appropriate Learning Management for Studentswith Different Learning Styles within a Multicultural Society at State-run Universities in Thailand

Churngchow

Rorbkorb²,

Petch-urai³

et al. 2020

IJHE

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This research aimed to discover appropriate learning management to suit students' different learning styles within a multicultural society at state-run universities using mixed methods research of explanatory design. A survey was first conducted followed by focus group discussions. It was found that the students consisted of all four types of learning styles: reflector, activist, theorist and pragmatist, while, reflectors were the majority group. The results also showed that students from different disciplines and types of high schools used different learning styles. However, the participants in the focus groups, especially the Muslim students, stated that they employed the pragmatic style as well as their dominant style. It is suggested that a teaching style incorporating practiced-based learning, such as lab-work, field work or project-based learning would suit all students. Student-centered classes and active leaning are also recommended as being appropriate for all types of student learning styles.

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“…Reid (1995) öğrenme stillerinin yabancı dil sınıfları için özel bir öneme sahip olduğunu vurgulamaktadır. Bu yüzden son yıllarda öğrenme stillerinin özellikle yabancı dil dersleri üzerindeki etkileri konusunda birçok araştırma yapılmıştır (Reid, 1987;Steward, 1990;Wright, 1987, İnal, et al, 2015, Ersöz & Cephe, 2000Genç, 2010). Çalışmaların ortak sonuçlarına göre öğrenme stilleri konusunda aydınlatılmış bireylerin öğrenme ortamlarında karşılaştıkları sorunlarla daha kolay başa çıkabildikleri görülmektedir.…”

Section: Introductionunclassified

Bağımsız yabancı dil öğrenme, öğrenme stilleri ve bazı değişkenler arasındaki ilişkinin araştırılması

Genç

2015

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi

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ABSTRACT. The purpose of this study is, firstly, to determine the levels of university students' autonomous learning capacity and learning style preferences and their relationship with gender, age and each other. Secondly, it is aimed to increase the knowledge level of the students about these two topics through some education activities and lastly, to determine the principles of establishing a self-access center for foreign language learners where students can study on their own. The sample group of the study consisted of 408 students. A background questionnaire, "Autonomous Learning Capacity Questionnaire" and "Kolb's Learning Style Questionnaire" were used to collect data. The data were used to provide a descriptive and correlational analysis. The results show that almost half of the students have relatively high autonomous learning capacity, most of the students are divergers and least number of students are assimilators in terms of learning styles. It was also found that there is a significant relationship between autonomous learning capacity and gender; but there is no significant relationship between learning styles preferences with age and gender. Furthermore, there are no significant differences between autonomous learning capacity and learning style preferences.

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A Study on Preferred Learning Styles of Turkish EFL Teacher Trainees

Cited by 8 publications

References 29 publications

An analysis of innovative Lean Method in foreign language learning

An analysis of innovative Lean Method in foreign language learning

Appropriate Learning Management for Studentswith Different Learning Styles within a Multicultural Society at State-run Universities in Thailand

Bağımsız yabancı dil öğrenme, öğrenme stilleri ve bazı değişkenler arasındaki ilişkinin araştırılması

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