Learning Styles Are Consideration In Language Instruction Education Essay Example

and concrete, step-by-step styles; open and closure-oriented styles; global and specific styles.The model is centered around five dimensions: (a) the use of physical senses, such as sight, hearing, and hands-on methods; (B) communication styles with people, like extroverted or introverted manners; (C) approaches to handling possibilities, such as intuitive-random or concrete-sequential methods; (D) ways of dealing with tasks, like closure-oriented or open styles; and (E) approaches to developing ideas, like global or analytic styles. According to Oxford et al.(1991: 7), "sensory/perceptual preference refers to the sensory mode through which the learner is most comfortable and primarily processes information." For instance, auditory learners prefer reading aloud to absorb new information, particularly when encountering unfamiliar material. This group benefits from listening to audio tapes, lectures, and class discussions. Visual learners remember and understand information better when reading it and benefit from seeing words in written form. They should take notes during lectures and oral instructions for memory retention purposes. Tactile learners learn best through touch and manipulation of materials that enhance their memorization of new information. By creating notes or instructions, individuals can retrieve information effectively. Kinaesthetic learners benefit most from hands-on experiences and active participation in classroom activities.Engaging in activities, field trips, and role-playing exercises helps kinaesthetic learners recall information. Additionally, using a combination of stimuli, such as audio tapes combined with activities, aids their understanding of new material (Zakaria & Abdullah, 2009).

Extroverted learners thrive on social interaction and have a large circle of friends. They enjoy participating in social networking activities and gain energy from interacting with others.

On the other hand, introverted learners prefer solitude, working alone, and having only a few close friends (Ehrman

and Oxford, 1989; Leaver et al., 2005; Oxford, 2001).

Intuitive-random individuals think abstractly and do not always follow a specific sequence of events. Concrete-sequential individuals are practical and focused on the present. They prefer completing tasks step by step (Ehrman and Leaver, 2003; Oxford, 1995b).

Closure-oriented individuals approach their work in an organized and systematic manner. They value neatness and seek clarity in their learning process. Conversely, open learners are willing to negotiate and do not require closure.According to Oxford (2001), individuals who can tolerate ambiguity tend to not take second language learning as seriously. Those with a global learning style focus on general thoughts and integrate the input they receive, while those with an analytic learning style concentrate on details and strive for perfect and accurate work. They enjoy logically analyzing and contrasting during the learning process (Carbo, 1997; Littlemore, 2001; Oxford, 1995b). Learning style can be seen as either a stable trait or a state that changes with each experience or situation. It is commonly believed that learning style is relatively fixed and not easily changed. Reid (1987) suggested that learners can modify and extend their learning styles with effort, viewing them as strong habits. Nel (2008) proposed that learning style preferences reflect learners' history and development in second language acquisition and may not change quickly. However, recent research indicates that the perceived learning style reported by learners may be influenced by the contextual environment in which the learning style survey is conducted because most people can process new material through different sensory channels simultaneously.Little and Singleton (1990) suggest that adult learners have the potential to discover their own preferences and adapt their learning approach

to meet specific tasks. Scholars may also be encouraged to adopt new approaches in their learning, different from what they are accustomed to. Therefore, while student learning styles may have a fixed structure, they can be altered based on the situation and experiences (Cassidy, 2004).

In recent years, there have been various studies investigating learning styles. Some researchers have focused on specific groups of students to examine the relationship between learning styles and motivation. Others have explored how learning styles relate to the use of learning strategies by students. Additionally, some studies have analyzed the connection between learning styles and learner autonomy. Certain researchers have also sought to identify the link between learning styles and cultural or contextual factors.

Recent research has particularly concentrated on understanding the relationship between a learner's preferred learning style and their motivation. For example, Al-Shehri (2009) investigated how a learner's visual learning style, imagination, ideal L2 self, and motivated L2 behavior are connected.The study conducted by Tae-Young Kim (2009a) found that learners who have a visual learning style can benefit from creating mental imagery, which strongly relates to their future ideal L2 self and motivated behavior. Additionally, the study explored the connection between auditory and kinesthetic learning styles with L2 motivation, revealing a significant correlation between learners' preference for auditory learning, imagination, and their ideal L2 self supported by statistical data. Furthermore, the study suggests that learners' visual, auditory, and kinesthetic learning styles as well as their ideal L2 self can effectively predict their motivated behavior. Empirical studies provided by Kim also provide strong evidence that these three learning style preferences have an impact on the development of a learner's ideal L2

self, with visual sensitivity having the greatest influence among the three styles. In another study conducted by Yang and Kim (2011), they examined high school students from China, Japan, Korea, and Sweden to investigate persistent acquisition behaviors and L2 motivation. The findings suggest that considering context is necessary when studying the role of perceptual acquisition style and the ideal L2 self in initiating and maintaining L2 motivation. The study revealed a strong correlation between learners' ideal L2 self and motivated behavior in relation to their visual and auditory learning styles.The reliability of visual, auditory, and kinesthetic learning styles as predictors of motivated L2 behavior is questionable due to the potential influence of the ideal L2 self. These findings suggest that L2 instructors should encourage learners to utilize multiple learning styles in order to fully develop their mental visualization for creating future L2 selves. Furthermore, instructional materials should be effectively utilized to engage learners' visual and auditory channels, thereby facilitating the creation of their ideal L2 selves. In addition to this, there have been studies exploring the relationship between learning styles and learning strategies. Brown (1994) noted that the use of learning strategies is directly associated with enduring learner's learning styles and other personality factors. Some researchers (e.g., Oxford, 1990b) argue that individuals with specific learning styles tend to employ certain strategies while avoiding others. Numerous empirical studies also indicate that learning styles can significantly impact learners' choices regarding learning strategies. Various studies support this claim despite variations in research instruments and contexts. For example, Ehrman and Oxford (1995) conducted a qualitative study involving 20 Foreign Service Institute (FSI) students who were interviewed semi-structurally. They found

a notable influence of learners' learning style on their preferred language-learning strategies.Carson and Longhini (2002) conducted a study using Oxford's SILL and the SAS to examine how language acquisition styles relate to strategies used in real-life situations, and they reached similar conclusions. Littlemore (2001) researched the connection between various communication schemes and holistic/analytic cognitive styles. The findings indicated that participants tended to utilize more conceptual CSs compared to linguistic CSs. In terms of conceptual CSs, holistic individuals displayed a greater inclination for holistic CSs, while analytic individuals favored analytic CSs. Li and Qin (2006) conducted a study within the Chinese EFL context, analyzing both quantitative and qualitative data to explore how learning styles influence language acquisition strategies. The results also revealed that learning styles have a significant impact on learners' strategy choices. Furthermore, this close relationship between these two variables suggests that understanding learning strategies can aid in comprehending the underlying principles of seemingly abstract and random learning styles. Additionally, being aware of learners' style preferences can assist them in adapting to different learning environments, enabling instructors to employ appropriate teaching methods aligned with students' learning styles. As a former student, I vividly recall disliking group work assignments and always questioning why teachers insisted on them.The text suggests that my preference for working alone, rather than collaborating with others, made me feel uncomfortable. This preference could be attributed to my introverted nature. The argument being made here is that future research should investigate the connection between learning style variables and other cognitive, emotional, and personality variables. By doing so, educators can gain a deeper understanding of foreign language acquisition. Scholars have also explored the relationship

between learning styles and learner autonomy. According to Kolb (1984), there is a close link between learning styles and self-directness. His study found a correlation between high levels of self-directness and all four learning styles. Long (1990) supported this idea by suggesting that autonomous learners are independent and capable of adapting to different learning tasks. Other researchers such as Felder (1996) and Robotham (1995) have also proposed a connection between independent learning and learning styles. However, the exact relationship between these two variables is not fully understood. Ware (2003) and Robotham (1995), in particular, hold differing views on the relationship between learner self-directedness and learning styles. To examine this relationship further, Ng and Confessore (2010) conducted a study using the Learner Autonomy Profile (LAP) and Grasha-Riechmann Student Learning Styles Scales (GRSLSS). They administered these assessments to scholars from various academic departments in Malaysia.
The study discovered a significant positive correlation between scholars' preferred learning styles and their scores on the learner autonomy profile, affirming that scholars' autonomy is closely tied to their ability to use skills from different learning styles. This finding emphasizes the importance of scholars being adaptable and flexible in their learning process. According to the survey, teachers should understand their students' preferred learning styles (such as collaborative, dependent, independent, and participant) and create learning opportunities tailored to these styles. Teachers should also align their teaching strategies with students' learning styles and expand their range of learning styles. Similarly, scholars should take responsibility for maximizing their own learning by controlling it themselves rather than solely relying on the system. Researchers propose that future studies explore the relationship between GRSLSS scores and the 22 components

of LAP. Additionally, researchers have also investigated how cultural and field factors relate to individuals' preferences in learning styles within second language acquisition studies.(Ehrman and Oxford, 1989;Li and Qin, 2006) have shown that different groups in the same field of study have varying preferences for sensory/perceptual and personality styles in language learning. This variation persists even when using the same instrument. It is believed that these differences are due to cultural backgrounds among learners. Studies conducted in ESL/EFL settings (Reid, 1987) have also found that culture significantly influences students' learning style preferences based on their specific cultural backgrounds.

For instance, I personally prefer visual and kinesthetic learning styles, enjoying observing a model with others. However, this preference makes me uncomfortable when it comes to group work and cooperative problem-solving, which seem to be common among students here.

A recent study by Joycey and Kantaridou (2010) investigated the learning style preferences of university EAP students in Greece across different fields of study. The researchers used the Style Analysis Survey to gather data. The results revealed that visual, intuitive, and global styles were preferred by students in all eight fields of study. However, there were variations observed regarding closure-oriented, extroverted, and concrete-sequential styles. Conversely, hands-on, open-mindedness, and analytic styles were either less preferred or viewed negatively by the students.In addition, the survey found that auditory and introspective styles were perceived negatively in different fields. The survey suggests that foreign language teachers who prioritize learner-centered issues and challenge traditional teaching methods should familiarize themselves with learning suggestions that incorporate specific language acquisition techniques and activities mentioned in the survey. Furthermore, further research is needed to explore whether students' observed learning

styles align with the strategies they use across different fields of study, as well as whether teaching styles match students' learning preferences in various areas. By examining these aspects, instructors can enhance their understanding of how to create effective and student-friendly learning environments in diverse fields of study. This paper defines key concepts of learning styles and discusses research on their relationship with learner autonomy, learning strategies, cultural factors, and field factors. While it is rare for scholars to adapt to drastically different learning situations outside their preferred style, instructors can assist students in developing a range of learning styles through instruction. It is expected that future research will focus more on this matter to optimize the utilization of scholars' learning styles in language instruction.