Are there effects of a match between learning style and teaching style in an EFL classroom?

Toyama, Michiko; Yamazaki, Yoshitaka

doi:10.1080/17501229.2019.1575386

Cited by 15 publications

(10 citation statements)

References 29 publications

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“…The competencies of the diverger-type group with the converger-type group and the competencies of the assimilator and accommodator groups were significantly different. However, this is in line with supporting research- Toyama & Yamazaki (2019) and Martinez & Tuesca (2019)-which state that different learning styles provide significantly different learning outcomes.…”

Section: Competence Descriptionsupporting

confidence: 90%

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Teaching Technical Teacher Candidates with Various Types of Learning Styles: Online and Face-to-Face Compounds

Tambunan

Silitonga

Sidabutar³

2019

IJHE

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Differences in statements about the practice of blended learning (a combination of online and face-to-face instruction) were found in experiments conducted on prospective students of engineering teachers. There were various forms of learning, and—significantly—the various types of learning styles had a significant influence on competence. Group members’ competencies based on learning is significantly different, but based on the type of learning style, there are competencies which are not significantly different between several groups

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Section: Competence Descriptionsupporting

confidence: 90%

“…On the one hand, there are those who claim it has no effect (Kirschner, 2017;Brunton, 2014). On the other hand, those do not fully agree; and some even explicitly state that learning styles are crucial (Huang, 2018;Toyama & Yamazaki, 2019;Martinez & Tuesca, 2019).…”

Section: Introductionmentioning

confidence: 99%

Teaching Technical Teacher Candidates with Various Types of Learning Styles: Online and Face-to-Face Compounds

Tambunan

Silitonga

Sidabutar³

2019

IJHE

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“…Research related to the learning style has been done a lot before (Balasubramaniam, & Indhu, 2016;Stirling, & Alquraini, 2017;Alkooheji, & al-Hattami, 2018). Learning style for certain expertise and material, such as the ability to write (Untoro, 2016), the ability to draw (Rais, Aryani, & Ahmar, 2018), also affecting attitude learning (Weng et al, 2018), has an impact on Blended Learning (Shamsuddin , & Kaur, 2020), there is also a relationship between learning styles with teaching style (Toyama, & Yamazaki, 2020), the impact on the Working Group (Soetanto, & Macdonald, 2017), the combination of cooperative learning and learning styles of conceptual understanding (Kade, DeGeng, & Ali, 2019), and Student's Higher Order Thinking Skill Level (Zulfiani, SuWarna, & Sumantri, 2020). Furthermore, this learning style can also be identified through the algorithm and expert system (Bernard et al, 2017), through simulation (Çelik, Ceylantekin, & KiliIc, 2017), using Learning Analytics (Jena, 2018), through game games (Khamparia, & Pandey, 2018).…”

Section: Resultsmentioning

confidence: 99%

Designing an expert system for determining student learning styles using forward chaining in engineering education

Anwar

2021

JKP

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Engineering education prepares its graduates able to work in the community and entrepreneurship, the quality of graduates is highly determined by the quality of the learning process is no exception for student learning styles. The purpose of this study was to describe the design of the expert system to determine the student learning style, the method used was forward chaining. The results of the design of this application have been able to diagnose student learning styles efficiently and provide the best solutions for their learning.

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“…Since there is matching between the Diverging learning style and the Facilitator educator role (Kolb & Kolb, 2017), if university teachers employ a warm, friendly, and interpersonal approach to Diverging-style freshmen, their anxiety level may be decreased. These actions may also increase students' motivation to learn (Toyama & Yamazaki, 2019).…”

Section: Discussionmentioning

confidence: 99%

The Relationship Between Learning Style and Anxiety Among Japanese Undergraduates

Toyama¹,

Yamazaki²

2019

Psychological Applications and Trends 2019

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This study examined the relationship between learning style and anxiety among university freshmen, controlling for gender. Although many studies on learning style have been conducted since the 1960s, relatively little research has highlighted an association between learning style and anxiety. Particularly, there is limited information on how learning style relates to anxiety at a time when students experience the important transition from high school to university. This study sought to fill this gap. Participants of the study consisted of 194 freshmen of a Japanese university located near Tokyo. The third version of Kolb's Learning Style Inventory was used to identify students' learning style, while the State-Trait Anxiety Inventory (STAI) developed by Spielberger was employed to examine the level of state and trait anxiety. Data were collected in a required course and analyzed using two-way analysis of variance (i.e., learning style and gender). In our sample, 71 students had an Accommodating learning style; 69, Diverging; 41, Assimilating; and 13, Converging. Thus, as a whole, Japanese freshmen were more inclined towards a feeling than a thinking learning orientation. The study included 143 men and 51 women. Analysis of variance results revealed that the four learning styles significantly differed in both state and trait anxiety variables. However, there was an insignificant difference in both anxiety types between male and female students. Additionally, there was no interaction effect of learning style and gender in terms of both types of anxiety. The Tukey post hoc test showed that the Diverging learning style had a significantly higher level of state anxiety than the Accommodating style and Converging style. Also, the Diverging style had a significantly higher level of trait anxiety than the Accommodating style and a marginally higher level than the Converging style. These results suggest that regardless of gender, freshmen with a Diverging learning style, compared with other learning styles, tend to have the highest level of state and trait anxiety during this important academic transition.

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Are there effects of a match between learning style and teaching style in an EFL classroom?

Cited by 15 publications

References 29 publications

Teaching Technical Teacher Candidates with Various Types of Learning Styles: Online and Face-to-Face Compounds

Teaching Technical Teacher Candidates with Various Types of Learning Styles: Online and Face-to-Face Compounds

Designing an expert system for determining student learning styles using forward chaining in engineering education

The Relationship Between Learning Style and Anxiety Among Japanese Undergraduates

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