RESEARCH PROPOSAL - Preferred Learning Styles by UPM Bachelor of English Students in Language...
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Transcript of RESEARCH PROPOSAL - Preferred Learning Styles by UPM Bachelor of English Students in Language...
TITLE: Preferred learning styles by UPM Bachelor of English students in language
learning
INTRODUCTION
Statement of the problem
Learning styles are both “individually and culturally motivated” (Kachru, 1988;
Nelson, 1995). In different situation or culture background, different types of learning
styles preferences among individual exists. Cohen (1969) and Oxford et al. (1991)
suggested that conflicts do exist in the second language learning classroom context where
students differ from the target language background try to master the language, and when
the teacher does not understand the relationship between students’ learning styles and
his/her own teaching styles (qtd. in Nunan, 2003, p. 269). In short, learning styles
performs an important part in second language learning and teaching. The relationship
between teaching and students’ learning styles should be heavily considered by educators
(Mulalic et al., 2009). Here in Malaysia, there have been many studies made to explore
English learners’ learning styles (Al-Tamimi and Shuib, 2009). A study made in National
University of Malaya found that most students admitted that laziness heavily influence
their learning and they are very dependent learner (Roziah & Ezad, 2003). Despite a
number of studies being conducted relating to learning styles in Malaysian context, there
is still clear that studies should be carried to investigate Malaysian University students’
learning styles specifically those taking English courses. So, it is important to explore the
preferred learning styles of university students taking Major English course (Al-Tamimi
and Shuib, 2009).
General Objective
This study aim to examine the learning styles preferred by ESL students in
language learning
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Specific Objectives
Based on the above objective, we have formulate two specific objectives for this
study which are; to find out what learning styles are preferred by ESL students and to
determine factors behind the preferred learning styles.
Research Questions
This study aim to explore the following questions;
Whether the ESL students are sensitive or sequential, global or dependent
or simply are they active or passive learners?
What are the factors exist behind the learning styles preferences of ESL students?
Significance of the study
This study will hope to add to the literary work on understanding the area of ESL
students’ learning styles. By determining the preferred learning styles used by ESL
students and the factors behind it, we hope to contribute in helping educators designing
and altering language teaching to best accommodate students. Joy M Reid (2005) stressed
out that by recognizing the learning style preference of non native speakers which in this
context, Malaysian students, can give impact in developing and designing teaching
methodologies and pedagogies.
Definition of Term
There have been many models designed to investigate the students’ preferred
learning styles (e.g. Felder and Silverman, 1988; Kolb, 1984; Reid, 1987). In this study,
we adapted Felder and Silverman’s (1988) model in trying to examine the learning styles
preferences of UPM Bachelor of English students. This model have 4 dimension which
are; perceiving information (Sensing/Intuitive), inputting information (Visual/Verbal),
processing information (Active/Reflective) and understanding information
(Sequential/Global).
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LITERATURE REVIEW
Within Malaysia context, it can be said that educators in language learning have same
preferences with their students. A study carried out at the National University of
Malaysia on 53 students, who were doing a course called English for Hospitality
Purposes, and three teachers (Siti, 2003). The objective of this study was to investigate
the styles preferred by these ESP learners and find out whether the teachers are aware of
their students' learning preferences (Siti, 2003). Siti (2003) used a questionnaire
developed by Brindley (1984) as her instrument and results showed there are connections
between what the students like and what teachers like in many aspects (Siti, 2003).
Ong et al. (2006) conducted a research focusing on the learning style preferences and
English proficiency of TESL students at Institut Perguruan Bahasa-Bahasa Antarabangsa
(IPBA). The study main purpose was to “investigate the effect of learning style
preferences on the students’ written English proficiency” (Ong et al., 2006). The main
research instrument was Learning Style Preference questionnaire designed by Joy M.
Reid. The results showed that the majority of those subjects preferred kinesthetic and
none of them like verbal learning styles in language learning. This study also reported
that students’ learning styles affect their written English proficiency (Ong et al., 2006).
From this we see that learning styles play an important part in language learning thus it is
essential to determine those preferred students’ learning styles.
However, different students’ have different learning styles (Felder & Spurlin, 2005).
It would be wrong to assume Malaysian TESL or ESP students have same view of
learning style preference. Mulalic et al. (2009) had done a study to explore the field of
problems and challenges related to Perceptual Learning Styles (PLS) of students in
English as Second Language Situation (ESL) in Malaysia. The paper focused on
analyzing the link between learning styles and the possible impact of determining
students’ PLS. Mulalic et al. (2009) used Perceptual Learning Style Preference
Questionnaire (PLSPQ) which was been developed by Joy Reid (1987) in order to asses
the PLS preferences of 160 ESL students. The result of this study found that most
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students’ preferred kinesthetic learning styles and give some interest in Visual, Auditory
and Group Learning (Mulalic et al., 2009).
In another study on learning styles, the results bore slight similar results within
Malaysian context. Atef Al-Tamimi and Munir Shuib(2009) in Universiti Sains Malaysia
carried out a study focused on identifying type of learning styles preferred by students in
USM taking English major .They had adopted The Index of Learning Styles (ILS)
questionnaire by Felder and Soloman (2004) as their research’s instrument. Sample for
this study were 60 final year students taking Major English at USM. The study reported
that majority of respondents are sensing, visual learners, prefer to get learning in active
way and have a slight preference toward learning sequentially (Al-Tamimi and Shuib,
2009).
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METHODOLOGY
Research Method
This research will be based on survey design. We are aiming to collect students’
responses regarding preferred learning styles. Our research will take place in Faculty
Modern Languages and Communications, University Putra Malaysia
Subjects
We will identify randomly 60 UPM final year students taking Bachelor of English
in the academic year 2009-2012 to be our subjects.
Instruments
This survey will use a set of questionnaire, adapted from The Index of Learning
Styles (ILS) questionnaire which was developed by Felder and Soloman (2004). The ILS
questionnaire which was based on Felder and Silverman’s (1988) model is fit and
consistent to answer all research questions relating students’ learning styles (Felder and
Spurlin, 2005). The set of questionnaire consists of 44 questions that will help to classify
the subjects according to their learning styles. In addition to this, information regarding
subjects’ demographic background will be collected such as their age, gender, ethnicity
and current English result.
Procedures
This set will be distributed to subjects of this study during class break and we
predict it will only take 40 minutes from each subjects to answer all questions and return
back the questionnaires.
Data Analysis
All data collected from the questionnaire will then being analyzed using
Microsoft Excel. Data gathered will be arranged so that all research questions will be
answered. The findings from this data analysis will be presented in charts and graphs to
give clearer understanding.
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REFERENCES
Al-Tamimi, Atef and Shuib, M.. (2009). Investigating the Learning Styles Preferences of
ESL Learners: The Case of English Majors in Universiti Sains Malaysia. Malaysian
Journal of ELT Research, Vol. 5, p. 56-107.
Felder, R., and Spurlin, J.(2005). Applications, Reliability and Validity of the Index of
Learning Styles. International Journal of Engineering Education, 21 (1), p.103-
112.
Mulalic, Almasa, Mohd Shah, Parilah and Fauziah Ahmad (2009). Perceptual Learning
Styles of ESL. Students European Journal of Social Sciences – Volume 7, Number
3, p. 101- 113.
Nunan, David. (1989). Hidden Agendas: The Role of the Learner in Programme
Implementation. In R. K. Johnson (ed.), The Second Language Curriculum.
Cambridge: Cambridge University Press. p. 176-186.
Nunan, David. (2003). Practical English Language Teaching. New York: McGraw- Hill,
p. 268-269
Ong, A., Rajendram, S., and Yusof, M. (2006). Learning Style Preferences and English
Proficiency among Cohort 3 Students in IPBA. Retrieved March 10, 2011 from
http://apps.emoe.gov.my/ipba/ResearchPaper/stdntseminar/pg23to36.pdf.
Reid, Joy M. (1987). The Learning Style Preferences of ESL Students. TESOL Quarterly,
21, p. 87-111.
Roziah Sidik and Ezad Azraai Jamsari. (2003). Cultural Influences on Malay Students’
Learning Styles. A Paper Presented at The Learning Conference 2003: What
Learning Means. Retrieved March 10, 2011 from
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http://2003.learningconference.com/ProposalSystem/Presentations/P000023.
Siti Hamin Stapa (2003). ESP Students’ Learning Preferences: Are the Teachers Aware?
ESP WORLD, 1(4), 2. Retrieved March 13, 2011 from:
http://www.esp-world.info/Articles_4/Stapa.htm
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