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  • 1. PREFERENCES OF VOCATIONAL EDUCATION STUDENTS AT TRAT TECHNICAL COLLEGE A THESIS PROPOSAL SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE DEGREE OF MASTER OF ART IN APPLIED LINGUISTICS (ENGLISH FOR SCIENCE AND TECHNOLOGY) KING MONGKUT’S INSTITUTE OF TECHNOLOGY LADKRABANG Presented by Mr.Nattawut Matluang, 53631521
  • 2. STYLE PREFERENCES OF VOCATIONAL EDUCATON STUDENTS AT TRAT TECHNICAL COLLEGE  INTRODUCTION  LITERATURE REVIEW  METHODOLOG Y
  • 3. INTRODUCTION Statement and Significance of the Problems the Objectives of Study Research  Questions Scopes or study Rationale Limitation of the of the Study Definitions of Terms Used Anticipated Outcomes 
  • 4. LITERATURE REVIEW Curriculum for the Diploma of Vocational Education  Definition of Learning Styles  Fundamentals of Learning Styles Learning Style Categories   Related Researches
  • 5. METHODOLOGY  Population and Sample  Instrument Validity and Reliability of the Questionnaire  Data Analysis and Statistical Procedures 
  • 6. INTRODUCTION Statement and Significance of the  English is oneProblems of the world significant languages (Hou 2009). is official language in more English than 50 countries (CIA 2012)  Educational Improvement in the 2nd Decade of Education Reform (2011-2018) Government’s Educational Policy in Student-Centered Learning
  • 7. INTRODUCTION (Cont.) Important component of learning style theory.  Need of investigating the learning style differences.  Different teaching-learning atmospheres from my 7-year experience in 2 technical colleges. Lack of understanding in the nature  of students' perceptual learning style preferences.
  • 8. Objectives of the Study To investigate the perceptual learning style preferences of vocational education students in 10 programs at Trat Technical College.  To compare the perceptual learning style preferences of vocational education students from different programs and genders at Trat Technical College. 
  • 9. Research Questions What are the perceptual learning style preferences of vocational education students in 10 programs at Trat Technical College?  Are there any differences between the perceptual learning style preferences of vocational education students from different programs and genders? 
  • 10. Scopes or Limitation of the study Focus on investigating the perceptual learning style preferences of the second-year vocational education students in diploma who will enroll in Developing Skills for Englishself-report questionnaire ofstthe  Use a Communication 2 in the 1 semester (2012) in 10 programs. Perceptual Learning Style Preference Survey (PLSPS) Reid (1987) to identify students' perceptual learning 
  • 11. Rationale of the Study Sub-Committees on Leaning Reform of Thai National Education Commission & Thai Ministry of Education changed teacher centeredness to learner-centeredness Teaching-learning process shall aim ( Phungphol 2005). at learners' best development of own  pace and potentiality (NEA 1999).  Teachers' role is to adapt the idea of the learners-centered approach (Nunan 1988; Rost & Ross 1991).
  • 12. Rationale of the Study (Cont.) Student should be aware of their learning styles which teachers need to guarantee this (Pask 1977).  Learning styles theory has been utilized extensively in education research studies (Kinsella 1993; Oxford 1995; Oxford & Nam 1998; Reid 1995, 1998; Rossi-Le 1995; Stebbins 1995). 
  • 13. Rationale of the Study (Cont.) Many researchers studied on learning styles; Claxton and Marrell (1987), Chang (2003), Hsu (2007), Reid (1987)  Some researchers focused on learning etc. styles in Thailand, Nimmanpisood (1992), Buranarek (2002), Simsek (2005), Boonsuk (2008), Banbang  No research have emphasized on (2010) etc. diploma students' perceptual learning style preferences in Thailand. 
  • 14. Definitions of Terms Used Learning Styles: Internally based characteristics that are the basis for the intake and understanding of new information.a Foreign Language English as  (EFL): The role of English in countries where it is taught as a subject in  Vocational Education Students: The schools 2nd year students in Diploma of Vocational Education in 10 programs who will enroll in Developing Skills for
  • 15. Definitions of Terms Used (Cont.)  Perceptual Learning Styles 1) Visual Style: Tendency to learn more effectively through visual perception. 2) Auditory Style: Tendency to learn more effectively through auditory perception. 3) Kinesthetic Style: Tendency to learn more effectively through whole-body movement.
  • 16. Definitions of Terms Used (Cont.) Perceptual Learning Styles (Cont.) 4) Tactile Style: Tendency to learn more  effectively through touch and hand-on activity. Style: Tendency to learn more 5) Group effectively through working with others. 6) Individual Style: Tendency to learn more effectively through working alone.
  • 17. Anticipated Outcomes Students in learning more effectively, easier, and more enjoyable.  Teachers in selecting the appropriate teaching approaches, styles, and materials to maximize student learning 
  • 18. LITERATURE REVIEW Curriculum for the Diploma of Principles Vocational Education skilled workers occupational competencies an opportunity for the business  Objectives sector to produce and develop skilled workers with knowledge, vocational skills, morals, ethics, disciplines, attitude, personality, and
  • 19. Curriculum for the Diploma of Vocational Education  Implementation Learning-Teaching enroll in any modes of learning offered emphasizes Time Duration real practice 2 years for a vocational certificate 3 years for upper secondary education certificates 
  • 20. Curriculum for the Diploma of Vocational Education Credits Structure Project On-the-job Training Qualifications Evaluation Extracurricular Activities Graduation
  • 21. Definition of Learning Styles Learning styles qualified as cognitive, affective, and psychological behavior which show how learner perceive, interact with, and respond to the learning environment (NASSP 1979).  Learning styles refer to “stable, pervasive characteristics of individual, expressed through the interaction of one's behaviors and personality as one approaches a learning task” (Reid
  • 22. Definition of Learning Styles Cornett 1983 Zapalsk a 2007 Dunn&G riggs 1988 P.Smith & Dalton 2005 Cottrell 2001 Yannnib elli et Briggs 2000 Loo 2002 Johnson & Orwig 1998 wikiped ia Godoy& Amandi 2006 Smith 2002
  • 23. Fundamentals of Learning Styles learning style and learning strengths and weaknesses wide continuums  be value-neutral  be encouraged to “stretch” learning styles strategies awareness of their learning strengths and weaknesses 
  • 24. Learning Style Categories Reid (1995) re fe rs le a rning s ty le s to a n ind ivid ua Affectiv Cognitiv l's na tura l, ha bitua l a nd Sensory p re fe rre d wa y (s ) o f a bs o rbing , e/ e Cognitive Learningre ta ining ne w p ro c e s s ing , a nd Styles tempera Field Independent and Field info rm a tio n a nd s kills . ment Dependent Learning Style Analytic and Global Learning Styles Reflective and Impulsive Learning Styles Kolb Experiential Learning Model
  • 25. Learning Style Categories Sensory Learning Styles Perceptual Learning Styles Affective or Temperament Learning Styles Myers-Briggs Type Indicator (MBTI) Tolerance of Ambiguity Styles Right and Left Brained Learning Styles
  • 26. Cognitive Learning Styles Elementary school children (Peck 1995) Child (Schmeck 1988) Affective or Temperament Learning Styles Native English Speaker (NES) writing classes (Jensen and DiTiberio 1984, Sensory Learning Styles 1989) ESL adult immigrations (Rossi-Le 1989) Significant culture differences (Reid
  • 27. Advantages of Perceptual Learning Preferences Survey students can easily tabulate their own results and enjoy the immediate Cognitive Learning Children Styles gratification (Kinsella 1994) Affective or Native English Speak Temperament Learning Styles Sensory Learning ESL adult & Asian stude Styles
  • 28. Related Researches International Related Researches Willing (1988) conducted a research with respect to the learning styles in adult migrant education Impossible for statistically valid cross-comparisons Considered individual characteristics separately cultural differences with respect 
  • 29. Related Researches International Related Researches Reid (1987) conducted a research with respect to the learning style preferences of ESL learners. ESL learners strongly preferred kinesthetic and tactile learning styles most groups showed a negative preference for group learning 
  • 30. Related Researches International Related Researches Stebbins (1995) replicated Reid’s (1987) study to obtain more information about the similarities and differences in learning styles between ESL learners and Native English Speakers (NESs). results paralleled with Reid’s results Kinesthetic and tactile learning styles were strongly preferred by 
  • 31. Related Researches Domestic Related Researches Banbang (2010) investigated 232 undergraduate students Engineering students preferred visual learning styles the most Applied Science students preferred kinesthetic learning styles the most 
  • 32. Related Researches Domestic Related Researches Boonsuk (2008) surveyed 433 Pondok schools students Most students preferred the group Simsek (2005) explored 134 learning styles students secondary school  Most students preferred kinesthetic Singhasiri et al. (2004), W atanasin style (2004), Sattacomkul (1992) 
  • 33. Vocational Education Buranarek (2002), Tepsatit (1998), Nimmanpisut (1992) Certif icate YES Diplo ma NO
  • 34. METHODOLOGY Population and Sample 438 diploma students who are learning English as a foreign language at Trat Sample Technical College 171 second-year diploma students who will enroll in Developing Skills for English Communication 2 in the 1st semester (2012) in 10 programs
  • 35.  Table 1: Population Genders No. Programs Male Construction 1 Building Technology 2 Mechanical Technology 46 46 3 Electrical Technology 16 16 4 Electronics Technology 16 16 5 Metal Work Technology 2 2 6 Production Technology 13 13 7 Business Computer 9 14 23 8 Information Technology 9 2 11 9 Marketing 1 4 5 10 Accounting 1 13 14 Power 14 Tota l Female 1 15
  • 36. Instru ment ual ivid hic ind rap og ion dem mat for in PLSPQ Questionn aires PLS P Q is currently widespread with educators and have found in many educational researches (Boonsuk Questionnaire will be adopted from 2008). Reid (1987, 1998) and translated into Thai language utilizing from Simsek
  • 37. Validity and reliability of the questionnaire A Draft Questionnairep roo d to dvisor by fread te mi t co l ha b u rc lea sea gue e re h s  a pilot questionnaire
  • 38. Data Analysis and Statistical Procedures Descriptive statistics  through SPSS Arithmetic Mean and Standard Deviation levels of use of language learning Independent Sample T-test styles the perceptual learning style preferences of students from different programs and genders. significant difference between males
  • 39. Item 1 When the teacher tells me the instruction, I understand better. เมื่อครูผู้สอนอธิบายถึงคำาสั่งเพิ่มเติม ฉันรู้สึกว่าเข้าใจ ดียิ่งขึ้น 2 I prefer to learn by doing something in class. ฉันชอบที่จะเรียนในห้องโดยการลงมือปฏิบัติมากกว่า 3 I get more work done when I work with others. ฉันทำางานในห้องเรียนได้มากขึ้น เมื่อมีเพื่อนร่วมห้อง ร่วมทำาด้วย 4 I learn more when I study with a group ฉันเรียนรู้ได้มากขึ้น เมื่อเรียนเป็นกลุ่ม 5 In class, I learn best when I work with others. ในห้องเรียน ฉันจะเรียนรู้ได้ดีทสุดเมื่อมีเพื่อนร่วมชัน ี่ ้ เรียนด้วย 6 I learn better by reading what the teacher writes on the blackboard. ฉันรู้สึกว่าฉันเรียนได้ดขึ้นเมื่ออ่านข้อความที่ครูเขียน ี บนกระดาน 7 When someone tells me how to do something in class, I learn it better. เมื่อต้องการจะทำาอะไรซักอย่าง ฉันรู้สึกว่าฉันเรียนรู้ ได้ดีขึ้น เมื่อมีคนบอกถึงวิธีการในทำา 8 When I do things in class, I learn better. S A U D S A D
  • 40. Item 11 I learn more when I can make a model of something. ฉันเรียนรู้ได้มาก ถ้าฉันสร้างแบบจำาลองจากสิ่งที่ฉน ั เรียนได้ 12 I understand better when I read instructions. ฉันเข้าใจได้ดี เมื่ออ่านคำาสั่งหรือข้อความต่างๆ 13 When I study alone, I remember things better. ฉันจำาสิ่งต่างๆ ได้ดีเมื่อเรียนคนเดียว 14 I learn more when I make something for a class project. ฉันเรียนรู้ได้มากขึ้นเมื่อมีการทำาโครงงานเกี่ยวกับเรื่อง ที่เรียน 15 I enjoy learning in class by doing experiments. ฉันรู้สึกสนุกกับการเรียนที่มีการทดลอง 16 I learn better when I make drawings as I study. ฉันสามารถเรียนรู้ได้ดีขึ้นเมื่อมีการวาดภาพประกอบ เกี่ยวกับสิ่งที่ฉนเรียน ั 17 I learn better in class when the teacher gives a lecture. ฉันเรียนรู้ในห้องได้ดีขึ้นเมื่อได้ฟังครูพูดในห้อง 18 When I work alone, I learn better. ฉันเรียนได้ดีขึ้นเมื่ออยู่คนเดียว I understand things better in class when I S A U D S A D
  • 41. Item 21 I enjoy working on an assignment with two or three classmates. ฉันรู้สึกสนุกเมื่อทำาแบบฝึกหัดร่วมกับเพื่อนใน ห้องเรียน 22 When I build something, I remember what I have learned better. เมื่อฉันสร้างอะไรซักอย่าง ฉันจะจำาวิธีการทำาได้ดีมาก 23 I prefer to study with others. ฉันชอบที่จะเรียนร่วมกับคนอื่น 24 I learn better by reading than by listening to someone. ฉันเรียนรู้ได้ดีจากการอ่านมากกว่าการฟังคนอื่นพูด 25 I enjoy making something for a class project. ฉันจะรู้สึกสนุกทุกครั้งเมื่อต้องทำาโครงงานเกี่ยวกับ เรื่องที่เรียน 26 I learn best in class when I can participate in related activities. ฉันจะเรียนได้ดีที่สุดถ้าฉันได้มีส่วนร่วมกับกิจกรรมที่ เกี่ยวกับสิ่งที่เรียน 27 In class, I work better when I work alone. ในห้องเรียน ฉันจะทำางานคนเดียวได้ดกว่า ี S A U D S A D