Spanish EFL undergraduate students' perceptions of learning styles

Noguera, Joana Salazar; Wageman, Justin J.

doi:10.35360/njes.243

Cited by 6 publications

(2 citation statements)

References 38 publications

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“…In the past decade, the purpose of user training programs in academic libraries has been the development of information skills, understood as the ability to acquire, critically evaluate, select, use, generate and communicate information in such way that leads to the individual's knowledge and wisdom (Salazar Noguera and Wageman, 2011;D'Amore et al, 2012;Richard et al, 2014). To achieve this, it is necessary to consider that collaborative work is required between the information professional (librarian), teachers, administrative and managerial staff, and of course, the library itself, in such a way that it is possible to guarantee successful programs, which must consist of three fundamental stages: understanding of the situation, creation of proposals and execution (Salazar Noguera and Learning styles in the digital library Wageman, 2011;Mireles-C ardenas, 2012); such stages and the elements they influence are represented in Table 1.…”

Section: Dlp 372mentioning

confidence: 99%

Learning styles in the digital library and their application in academic communities in the biomedical and health areas

Méndez-Govea

Mireles-Cárdenas

Tarango

2021

DLP

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Purpose This paper aims to confirm the importance of developing knowledge, skills and attitudes in the permanent use of digital scientific information, which complements the training of professionals in the biomedical and health areas, considering that this type of user communities require up-to-date and truthful information for future decision-making which will directly affect the health of patients. Design/methodology/approach The study started from the elaboration of a diagnosis on learning styles in a student community at the undergraduate level in the area of biomedical and health sciences of the Autonomous University of San Luis Potosí (Mexico) (UASLP), through the application of the Honey-Alonso Learning Styles questionnaire (CHAEA), and by using such results it was possible to derive learning strategies for the achievement of digital information competencies that were effective in practice. Findings According to the diagnostic results, the learning styles with the greatest presence in students in the area of Biomedical and Health Sciences were identified and from this, precise didactic strategies were derived to enhance information skills in the use of digital sources. For this case, the Big6 Model was used and its implementation was combined (face-to-face and virtual) in the academic community studied, integrating an information skills development program in the digital library of the Center for Information in Biomedical Sciences (CICBI) from the university itself. Originality/value A practical experience is presented, which also offered concrete solutions, based on particular characteristics of the users. There is a low presence of studies of digital libraries’ users that consider aspects related to learning styles, especially applied from the perspective of information sciences and the digital library.

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Section: Dlp 372mentioning

confidence: 99%

Learning styles in the digital library and their application in academic communities in the biomedical and health areas

Méndez-Govea

Mireles-Cárdenas

Tarango

2021

DLP

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“…As reported by Kolb (1981), according to the information from the Carnegie Commission study of graduate students and faculty, foreign language graduate students and faculty fell mostly in the diverger category. Salazar Noguera and Wageman (2011) conducted an investigation among students from an English philology degree program in a Spanish EFL higher education context. The study, aimed at exploring students’ perceptions of their learning styles, examined their responses to the identification of their learning styles using the LSI.…”

Section: Learning Styles and Performance In L2 Learning Tasksmentioning

confidence: 99%

Learning styles and perceptual patterns for English /i/ and /ɪ/ among Chinese college students

Yang

Feng

Liu

et al. 2015

Applied Psycholinguistics

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This study examined whether learning styles, along with age of starting English learning and length of English learning, are related to perceptual patterns for English /i/–/ɪ/ among Chinese college students who learn English as a foreign language. A total of 83 Chinese college students with different learning styles as measured by Kolb's Learning Style Inventory (1985) and 16 native speakers of American English identified the vowels in a syntheticbeat–bitcontinuum. The results revealed that the Chinese participants’ perceptual patterns for English /i/–/ɪ/ varied with their learning styles. The participants with Kolb's (1985) assimilative and divergent learning styles were more likely to exhibit perceptual patterns resembling those of the American participants than were the participants with convergent and accommodative learning styles. Furthermore, of Kolb's four learning modes, reflective observation had a facilitative effect on the participants’ perception, whereas active experimentation was more likely to cause difficulties; abstract conceptualization and concrete experience bore little relation to the perception of these two sounds. In addition, length of English learning played a critical part in the development of English /i/–/ɪ/ perception. However, age of starting English learning in foreign language conditions was not as crucial as suggested by earlier studies on speech perception in second language conditions.

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The Relationship Between Learning Style, Self-Directed in Learning and Undergraduate Nursing Students’ Academic Achievement in Tehran University of Medical Science (TUMS)

Gebru¹,

Ghiyasvandian²,

Mohammadi³

2015

AJNS

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Background: Self-Directed in Learning has been emphasized nursing education settings based on many factors such as changing in learning teaching methods, nursing professions development, etc. Awareness and identification of the students learning and their academic achievement are important factors in nursing Course. Objective: The purpose of this study was to determine the relationship between self-directed in learning and undergraduate nursing students' academic achievement in Tehran University of Medical Sciences (TUMS), Tehran, Iran. Method: The cross sectional study with 232 sample size was conducted. The subjects of this study were 232 undergraduate nursing students from school grades of years attending to school of nursing and midwifery of Tehran University of Medical Sciences. Data was collected from students through an anonymous self-administrated questionnaire. The questionnaire was divided into three sections including (a) demographic profile (b) Fisher's Self-Directed in Learning Readiness questionnaire, (d) academic achievement. Data analysis was carried out by using the latest version of the statistical software package SPSS (Version-21). Descriptive and analytical statistical test were used to analyze the data. Results: A total of 232 participated in study of relationship between learning styles, Self-directed in learning and undergraduate nursing students' academic achievement. One hundred-Forty three participants were female (61.6%), and 89 respondents were male (38.4%); 60.8% were between 20 and 25 years, 33.6% were <20 years, and 5.6% were >25 years old. The most frequency learning style of students was AC (37.5%).The majority of subjects (90.52%) SDLR were in the level of Self-Control (Score >150). The majority of subjects (52.8%) their academic achievements were at level of Good (the Median score were between (13-16). There was no significant relationship between Learning styles and Academic Achievement (P> 0.05).Conclusion: Not all students are self-directed, and this study suggests that mature students are more self-directed than that entering nurse education direct from high school. Nurses' educators need to assess the Learning style and preferences of their students in order to determine the appropriateness of Self-Directed in learning. It is important to acknowledge that Self-Directed in Learning is only one teaching method that can be used to meet the learning needs of all students.

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Spanish EFL undergraduate students' perceptions of learning styles

Cited by 6 publications

References 38 publications

Learning styles in the digital library and their application in academic communities in the biomedical and health areas

Learning styles in the digital library and their application in academic communities in the biomedical and health areas

Learning styles and perceptual patterns for English /i/ and /ɪ/ among Chinese college students

The Relationship Between Learning Style, Self-Directed in Learning and Undergraduate Nursing Students’ Academic Achievement in Tehran University of Medical Science (TUMS)

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