How to Use Learning Styles Effectively in English Classes

Universidad Latina
School of Social Studies
English Language Teaching
Professor: Franklin Alberto Delgado
Elocution and composition II
How to Use Learning Styles Effectively
By Erik Garcia

Introduction
1.1 Target of the investigation
To consider the benefits of students ` learning styles, so they may improve their in
English and thereby obtain a better command of the language.
1.2 Problematic in the performance of learners of English
To consider the student s` competence in the entry level in order to help them
escalate their English knowledge.
1.3 Objectives
1.3.1 General Objective
To propose to the Ministry of Education (MEP) a strategy that could be incorporated
in the classrooms. Teachers should at all times follow this procedures so classes may
be more interactive and students may engage in their learning.
1.3.2 Specific Objectives
To evaluate the benefits of enhancing visual aids, power point presentations in the
language acquisition to be used as motivation tools.
To justify whether it is beneficial to identify students ` leaning styles at the beginning
of the course or not.
1.4 Presentation of the Problem
In view that English is the language most required in jobs, the Plan Nacional de
Ingles- (PNI 2008) has embraced the idea of making English available for the majority of
the population. However, this goal seems hard to be achieved because the population is

so dispirited with the current methodologies. Therefore, as future educators part of our job
will be to accommodate lessons that suit the interest of students. Indeed, the vast majority
of teachers use the white board, print outs or text books, but most of the students are
disengaged in the learning experience. Similarly, a study made by David Kolb
(experiential learning, 1984) and Howard Gardner (multiple intelligences, 1983)
suggested a theory called Learning Styles. Their findings showed that every individual is
different and that learning occurs in an individual processes.
In the same way, a definition for learning styles emerged with the following:
“learning styles are the mental processes and instructional setting a student uses most
effectively while learning. (More, 1996, p, 7) This brings us to the purpose of this
investigation which is to determine the importance of finding out the prevalent learning
styles in the students, and hence implement them in high schools; thereby, to enhance
the learning acquisition and bring up the number of English speakers in the country.
Alongside with this, it is very important to improve the methods and approaches in order
to obtain better outcomes. The author of this research truly hopes that with the results of
this investigation readers, and educational institutions implement better ways in teaching
the language so they appear more appealing or improve the current approaches.
Taking into account the recent report of “El Estado de la Nación” it was
mentioned that the situation of English which was declared poorly optimistic and rather
complex. The new jobs require people who not only are professionals in their field but
also who can manage a second language. (Estado de La Nación, 2008). Actually, most
people who are currently working only have a slightly command of English and the

situation does not seem to improve, but it is getting worse. The reason lies in the fact that
the majority of students only know how to read and respond to exercises but they fail to
communicate. This perpetuated failure lies perhaps also in the fact that students are
thought with ways that do not match what is currently needed. Hence, the present work
will give light to the problem and suggest some solutions.
It is unquestionable that teachers know the problem; they know that their students are
disengaged with the text books. Teachers also know that a “video bean” definitely
changes the ambience of the classroom. In the same way, teachers know that the
contents in the MEP program are very good but the methodology that is applied is not
appropriate. Findings in this problem have suggested that the grammar translation
method has been around for too long in the national educational system; others say that
private institutions have better teachers. Hence, with this investigation the researcher will
prove that neither are the teachers who fail to teach nor is the approach, but rather how
the information is delivered to the students. Therefore, the present situation needs to be
changed and the only way to do this is by making this investigation. As part of the
methodology, there will be a survey to present numbers of the people who are studying to
become English teachers, who are going to be in charge of the educational system, so
they can make subtle turn in the education and put away the obstacles that most students
face. In the same way, these new teachers will find ways to accommodate classes to
students`s preferred learning styles. Lastly this new teacher will enhance new English
students to find better ways to gather more information while they learning. It is important
to take into consideration what Dr. Butler states, learning requires more energy and
concentration when the style does not match the natural way of the student. Therefore, to

learn more effectively we must also be able to develop and use abilities beyond natural
styles. (Gordon, 1998, p.16). In other words, it is important to teach students to maximize
their preferred leaning style and also teach them to expand themselves into new ways of
learning. As teachers and administrators, we must be sensitive to different learning styles,
diagnose which learning style belongs to each student and maximized to the best interest
of the student. In the same way, it is important to improve visuals in the classroom so
learning can be more engaging and attractive and effective.
Chapter II
Theoretical Framework
2. Identifying student preferred learning style
The current stage of English Language in the country is shameful. With more than
65 private universities and five government universities our country should have great
command of the English Language. Besides the government offers English in primary
levels throughout the high school year. However, the quality of English speakers seems
to stay immobile and there are no signs of getting better. Certain people of the
educational institutions have suggested to incorporate new methodologies in the
curriculum. However, the question of how to integrate new methodologies in the social
studies has been a major concern of the Ministry of Education, yet they seem not to reach
a consensus that will uplift the number of English speakers. Hence, the author of this
research suggests that it would be beneficial to start knowing the learning styles in order
to incorporate them in the new methodologies. Learning styles which are defined as
students` preferred ways to learn that can play an important role in the development of
the learning system.

It is known that being aware of the student preferred learning styles and the
improvement of the classroom environment may facilitate the learning of the subjects.
Hence, it is advisable for teachers to provide these requirements, but how to discover the
most adequate learning styles of a student? In terms of learning styles measurements,
almost all the theories that are available provide assessment by questionnaires or
surveys. They require learners to self- evaluate a set of questions that pay attention to
their behavior in regular situations. Now, it is true that this type of assessment relies on
the student, so some critics question their reliability and validity. However, they become a
great helper for teachers. Overall recent researches show that incorporation of learning
styles in the classroom may result in better outcomes. As mentioned by David Nunan in
the following excerpt,
It is believed that learners who have developed skills in learning-how-to-
learn will be better able to exploit classroom learning opportunities
effectively, and will be more adequately equipped to continue with
language learning outside of the classroom (Nunan, 1980, p. 1)
Thus as mentioned above, it is paramount for teachers and administrators to pay
attention to the preferred leaning style because if students work with unsuitable material
then it would require more effort and energy. It is for this reason that the following part of
this inform is going to mention the preferred learning styles of the students and how to
optimize the energy of the students in their best way in order to obtain better outcomes. It
is clear for most teachers that when students are learning a language, they take the
language in different ways; in other words, there are times when the class is about
grammar and a logical explanation may work but there are times when an oral

presentation is excellent in order to practice oral skills. According to Ellis (1985), learning
styles are defined as the more or less consistent way in which someone perceives,
conceptualizes, organizes and recalls information. It is also clear that everyone has one
preferred learning style that becomes advantageous when realizing a task; having agreed
with this, it becomes a duty of the professor to find methodologies and strategies that fit
better the subjects of the curriculum instead of just dictating instructions and making their
students memorize grammatical formulas and phrases.
Having mentioned this, it is important to know the students. Knowing students
means more than solely remember their name or age. In order to maximize learning, we
need to dig deeper than this superficial acquaintance. In the process of knowing the
students, they will feel cared and valued, which will create trust. This trust crates a better
atmosphere in the classroom, which provides security and comfort that will result to help
students achieve deeper learning. So, to be a great teacher requires more than just
knowing the material but also requires that the teacher knows how it should be delivered.
This important fact is seen to be forgotten by most teachers and that actually leads to bad
consequences. In order to facilitate the recognition of a student it is important to consider
their academic performance and their learning preference.
According to William Powel, in an article that he published named “Knowing our
students as Learners” teachers investigate a child`s academic performance, more than
just numbers in an exam then they find the students weak areas and help them overcome
them. A substantial body of research supports the importance of teachers knowing the
level of student readiness A research conducted by Hunt in 1960 showed that not all
students are ready for certain types of tasks because some may need the information to

be taught differently than others due to their lack of previous knowledge or lack of
abstract associations. Therefore, as mentioned before, it is important to know the learning
preference of a student and also their level of readiness for certain types of tasks.
Therefore, it is important that teachers may take the following steps in order to help their
students achieve optimal levels of learning.
 dividing complex tasks into manageable chunks,
 depending on the information students may benefit from graphics.
 working in groups is beneficial for some students.
Now, although identifying the way students learn may be cumbersome, the benefits
of letting a student read on the floor or assigning a student to draw something instead or
reading it may result in better learning. There is considerable amount of data that
supports that accommodating the theory to the learning preference of a student’s results
in higher levels of motivation, productivity and perseverance. According to Glasser
(1988), students who are interested on the way the information is delivered are more
willingly to pursue more learning. This correlates with a general consensus in education
that agrees that intelligence is not monolithic but made up of many elements. Howard
Garner`s (1993) model of intelligence identified eight specific types of intelligence and
since then many educators have become fascinated with the results that have brought to
student`s learning. However, this model has become complicated in the last decade. That
is why Robert Sternberg`s (1985) framework of intelligence preferences has become
more practical and because it proposes three types: analytical, practical and creative.

 Analytical intelligence relates to students who are skillful at organizing information,
logical analysis, note taking and predicting implications.
 Practical intelligence is connected with students that learn better by making
connections with the real world outside.
 Creative intelligence, because students love to experiment with new ideas.
All these three intelligences vary in each individual; they depend on how their brain is
wired, their culture, gender and personal experience so it makes sense for teachers to
support this theory and help their students expand their non-preferred ones. All these
correlates with the fact that certain approaches are more suitable for some students than
others. Therefore, the author of this investigation concludes that being aware of learning
styles preferences and building them into the framework of teachers is one way to
enhance learning.
2.1 The importance of visual aids in the classroom
Being the largest proportion of the population visual and kinesthetic learners, it
would be beneficial to take this into consideration when developing a lesson plan. In fact,
it is proved that many students get benefits from graphic organizers, flash cards,
photographs, tables, key words and videos, gestures and drawings. By using great visual
aids you will create a better impact in your learners. The researcher of this investigation
suggests to help ESL students to feel comfortable in the classroom because that is
important to let the pen and paper down and sometimes enjoy a video that students can
internalize or discuss in the classroom because most students find cumbersome the
lectures and memorization of concepts. We are not in the age to continue using these

antiquated methods; this sort of teachings belongs to an era in which people had very
limited access to technology; nevertheless, there are still teachers who live in the old days
and seem reluctant to change their procedures.
Because of these methods of teaching language teaching seems to be senseless
for most learners. In fact, this way of teaching may be one of the reasons why students
lack of communication skills one they finish high school. According to the Omar Dengo
Foundation, efforts have been made and the incorporation of technology reaches
approximately 53% of the students in public schools throughout the country (Estado de la
Nación, 2007, p. 56). With these efforts they hope hitherto to close the gap of
opportunities from urban areas over the rural areas. (Dengo. 2007, p, 2). However, the
numbers have not changed since the program started in 2007 because when students
are put to the test, they fail to make good grades. So, why is the reason of so evident
result?
The reason may lay upon the fact that the methodologies implemented lack of visual
aids. New methodologies like the communicative approach, task based learning and
project based learning implement real life contexts that uses many images. Hence, it
becomes a necessity to change the current methodologies and apply the new trends. It is
unavoidable to swerve from all those visual cues that encompass us. It becomes clear
that teachers must implement real life contexts, visual aids, flash cards in order to
enhance learning. However, are visuals suitable for all classroom subjects? Not for all the
subjects, but students will benefit if there is a visual cue or a graphic for sure.

One way to attract the attention of the students is by using video. Video brings
movement and it helps the teacher to show stimulating visual information. In fact, visual
aids are useful to display complex information and may serve to introduce it in a creative
way. Other things that help students are the Power point presentations and flash cards.
When students get to see a presentation, they immediately feel engaged with the
presentation. Now it is important to include the least of possible text and also to make the
font at least twenty. With this in mind, the presentation becomes a powerful tool in the
language teaching. The flash cards, on the other hand, can serve for multiple games and
the students may memorize concepts and vocabulary with the help of flash cards. The
author of this investigation completely recommends the information afore mentioned.
Thus, the author of this investigation has laid the facts why visuals are an effective
tool to be used in teaching. First, visuals can help the teacher to reach the objectives by
providing emphasis to whatever is being said. In fact, clear pictures multiply the
students`s level of understanding of the material. The common proverb mentioned by my
mother “a picture is word a thousand words” simply means to change words into
meaningful concepts, which means that a student has more chances to grasp the
meaning of a word with the help of a picture. In the same way, a picture can help the
short term memory retain the information for a little longer time (MacLeod. 2009. p. 2)
Chapter III
3. Methodological Framework
The following chapter will show the results of the information that was gathered by the
author of this research. Thus, the results will show with graphics and percentages how

students get engaged in their learning. In the research the findings will give light to the
problematic that students face when learning a language without the appropriate means
whether it is by using visual aids in the classroom or by accommodating the material to
the preferred learning style.
3.1. Type of methodology and conception of the research
3.1.1 Approach of the research
The following work is aimed to evaluate the appropriate learning strategies to
enhance the linguistic components, sociolinguistic components and the pragmatics
components of the language adapting the syllabus to the preferred leaning styles of the
individuals. The research tries to assess the social phenomenon.
The investigation uses a qualitative and quantitative methodological approach. The
quantitative research may vary with the disciplinary background, and the understanding of
human behavior. For this investigation it is a practical method because it is based on a
small group of population so by understanding the behavior of these individuals the
author of this research provides some suggestions to take into consideration when a
teacher considers to use a technique in the classroom. By using a quantitative method
the author of this research has a solid data to propone suggestions that may be taken into
consideration in the classroom.
3.2 Type of Study
According to MEP, advances and extended coverage in the use of information and
communication technologies (ICT) are factors that force the new curriculum to be
changed. The new curriculum embraces the Action-Oriented Approach which is one of

the newest communicative language methodologies and uses general and specific
scenarios in which learners have more participation which serves to justify the suggestion
aforementioned: to identify students` preferred learning styles and the incorporation of
visuals in the classroom.
3.2.1 Subjects of the research and results
The population that was analyzed was about twenty teachers in the bachelor major
at U Latina Campus San Pedro. They were conscious of their learning preferences;
therefore when they were asked about their learning preferences their responses
contribute to collect the date that is going to be exposed in this research. Hence, why is
the quantitative methodology employed to base the findings of this investigation?
Predominantly because the teachers `s opinion counts as a reliable source to base two
conclusions: students do have learning preferences and visuals in the classroom has
become a predominant way of teaching
According to Ausubel (1964) adults will benefit more from explicit teaching of
grammatical forms and deductive thinking than children will. Young learners learn better
from inductive teaching and experiential learning, but all depends on the contextual
factors. Taking this assertion into account then it is valid to consider learning preferences
and to help students channel their energy into better outcomes.
Chapter IV
Data Analysis
Chapter IV is pertinent to the results from the application of a questionnaire that
was administered to students in the major of teaching English. Each question is going to

be analyzed in order to align the findings with the objectives that were made in the
previous chapters. Consider graphic one:
Graphic 1
The information in the graphic is interpreted as follows :
Sensory ( sights, sounds, physical sensations) or intuitive ( memories, thoughts, insights)
sensing learners tend to be concrete, practical, methodical, and oriented toward facts and
hands-on procedures. Intuitive learners are more confortable with abstractions (theories,
mathematical models) and are more likely to be rapid and innovatiove problem solvers.
Visual ( pictures, diagrams, flow charts, demonstrations) verbal (written and spoken
explanations) actively (through engagement in physical activity or discussion) reflectively
( through introspection) sequentially ( in a logical progression of incremental steps)
globally( in large “big picture” jumps). Sequential learners tend to think in a linear manner
and are able to function with only partial understanding of material they have been taught.
Global learners think in system-oriented manner, and may have trouble applying new
material until they fully understand it and see how it relates to material they already know
about and understand.
Active
16%
Referential
16%
Sensitive
9%Intuitive
9%
Visual
5%
Verbal
5%
Sequential
20%
Global
20%Learning Styles
Active
Referential
Sensitive

As it was mentioned in Chapter II and III, it is important for teachers to find the
student`s preferred styles in order to accommodate the lesson plan with activities that
may facilitate to channel students`s energy into the objectives. In the same way, it was
mentioned that visuals are favorable in the classrooms in order to enhance learning.
Therefore, the objective of the questionnaire is to underscore which learning styles ought
to be considered, how visuals must be included in the classroom. Consider this:
Graphic 2
In graphic number 2 the survey that was employed with eighteen participants
and questions were made to analyze their preferences when receiving or learning
information. Teachers responses concur with the tendency of most researches which
mention that visual learners represent the majority of the people worldwide who are
followed by audio learners and kinesthetic learners.This also correlates with an article
published by the University of New York in which was mentioned, “ every minute,
approximately thirteen hours of video are uploaded to YouTube and internet users
seeing things
67%
listening
things
22%
touching
things
11%
I rememberbest by
seeing things
listening things
touching things

watched 12.7 billion online videos per month”(New York University.2009.p.3). These
numbers undoubtedly help to give support that the tendency of the new generation is to
watch videos and that videos represent the most common source of communication.
In graphic 3 it is clear that the learning styles have a tendency in the three
areas in study (kinesthetic, visual and auditive).
Graphic 3
Thus, the graphic above shows how students learning styles are spread in the
three areas studied. Indeed, according to Nunan (1993), “Instruction begins when you,
the teacher, learn from the learner. Put yourself in his place so that you may understand
what he learns and the way he understands it.” In other words, it is important as teachers
to pay attention to the “status quo” of the schooling process because sometimes students
get frustrated because the approach made by the teacher is not suitable to the pupils’
learning styles. By simply discovering the tendency of a student this can yield a greater
39%
28%
33%
I preferto get informationin or
In pictures
written down
verbaly

outcome. Thereby, if he or she is visual, auditory, or tactile/kinesthetic then the teacher
can adapt the lesson plan with activities that accommodate some the student`s strengths.
Indeed, a learning style contributes in the main way that a child takes in and
relates information. Thereby, the vast majority of those interviewed mentioned that
students struggle with grammar, vocabulary and with reading comprehension. That is why
some teachers tend to pay attention to the student`s preferred style to help them with
their learning. These differs from what actually happens in the Costa Rican`s classrooms.
A view in every English classroom in Costa Rica reveals how classes are being delivered
in ways that totally disengage the student from learning the language. Graphic number 4
shows how the lessons are imparted in Costa Rica`s classrooms.
Graphic 4
According to graphic number 4 it is clear to see how lessons are imparted in the
wrong way in Costa Rica which may influence in the poor performance of students. It is
doubtles to see that the graphic above shows the situation of English teaching in Costa
Rica is terrible. In fact, only 15 percent of teachers used visual aids and the others rely
15%
65%
20%
A teacher starts a lesson with a
a video
a lecture
a reading

most on textbooks. The author of this investigation assumes that it is impossible for
teachers to use visuals because sometimes: the institution lack the tools, the teacher
feels afraid of technology or he or she does not have the sufficient knowledge. Hence, the
vast majority of the future teachers of English said that they will use Power Point
presentations when delivering the lesson regardless of the situation and reinforce the
lesson with textbooks and printouts.
It is clear that our classroom need major infrastructure improvements and that the
incorporation of visuals may cost a great deal of money but in order to improve the
outcome in Costa Rica`s classrooms major changes need to happen. Knowing that a
large majority of students in a class are sensing and visual learners can guide the
instructor to find supplement materials and reinforce it with presentations. Visuals are a
great way to increase learner`s interest in a certain subject . In fact, visual aids break the
ordinary cycle of memorizing things from texbooks, the audience is more interactive and
becomes more involve in their learning. Consider the following chart
Chart 5
17%
30%
53%
How often are Visual aids used
often
sometimes
rarely

In the findings of chart number 5, 53 percent mentioned that public institutions
run unequaled competition with the private institutions because their institutions lack of
technological tools. Unlike private institutions which have in most of the cases smart
boards, public institutions only rely on white boards. The fact is that, digital screen allows
teachers to run programs directly from the screen simply by tapping the application with
her finger and access to information from the web. The majority of people interviewed
mentioned that in their classrooms students love to find things in their smart phones
because they can watch videos and look for images. So with this in mind, it becomes vital
for the process of learning to implement technological tools in the classes. Consider Char
6.
Graphic 6
The truth is that English language is a difficult one but most new approches like
the task-based learning employs real life situations when teaching English. The great
majority of the teachers interviewed mentioned that the current trend in education is to
use pictures in the objectives and have the students talk in pairs or small groups of three.
Another important finding was that students find appropriate to see a video in you tube
acting it out
15%
presenting it
40%
drawing it
45%
I learn better by
acting it out
presenting it
drawing it

that explains grammar. They find engaging to log in online and watch a video at home
about technical subjects that otherwise would have taken more time in the classroom.
Also, the author of this essay found that students love to do researches and present them
in the classrooms as oral presentations. Threfore, the author of this investigation
suggests to uses videos because they facilitate students to get hands on learning.
According to Oxford University Press (2012) says, “ with videos students can re-watch or
watch the whole experience at home, or even on their smart pone; it has 24/7
accessibility; thus e-learning becomes easier.The fact is that videos tutorials whether is
for grammar, reading comprehension or listening skills are important to students because
they get another dimension to learning that makes a student`s educational experience
more effective. The video allows that classroom to be attractive offering a different
perspective and allows the students to see things that otherwise they would have not
seen. As Nunan (1998) stated “Learners are given isolated sentences, which they are
expected to internalize through exercises involving repetition, manipulation, and
grammatical transformation.” (Para 2) These shortcomings call for the use of audio-visual
aids. According to Oxford University Press (2012),
Videos can be useful particularly to create learner curiosity and arouse interest.
Students focuses on a diversity of things that captures their attention at the same
time. This variety is of great significance in terms of addressing different learners
and learning styles. Besides image and sound, video also offers facilities which
enable teachers to incorporate in order to assess student learning. (para. 3)
Based on this information above the author of this essay suggests that it is
important for future teachers to pay attention to small details that may enhance learning

acquisition; after all language is not a simple input processing but also a social progress.
(Nunan, 2102). One of the things that is suggested by the author of this essay is to try
videos that are made by the teacher or carefully chosen before present them to the
students. Taking into account what has been mentioned in learning styles, and the visual
preferences it becomes clear that the teacher of the twenty first century needs to finds
suitable forms to convey the information that enables students to grasp the meaning.
Conclusions and Recommendations
After making the research is worth considering that the objectives that were laid
out by the author of this investigation were met. That is, the schools should start teaching
English coinciding with the new trends of language teaching. In other words, the teachers
that were interviewed agreed that they must consider the student`s learning preferences
before delivering the class. As it was mentioned before, teacher should start each learnig
course by making a small questionnaire in which the teacher can figure out the likes and
dislikes of the students. Admittedly, it is important for the teacher to consider this things
because the students will feel that they have a role that matter.
Similarly, in this investigation was found that it is vital for teachers to incorporate
visuals insomuch they can. To illustrate this finding it is enough to check graphic one to
see that the vast majority of the students show a strong preference for visuals. Therefore,
another conclusion that was reached in this investigation was the fact that: visual aids
have turned to be a dominant way of communication and they have proven to be very
influential. Thus, particularly in language teaching video and images have given the

professor a great support to teach vocabulary because the teacher can target objectives
with better outcomes.
In the past it was believed that the job of a teacher relied a great deal on the use of
the textbook. Even so, as shown above there are institutions that still use the textbook as
the fundamental mean of teaching. This way of teaching works contrary of what the
findings of this investigation has proven. It was confirmed that this old way of teaching
has brought terrible outcomes for Costa Ricans when it comes to English competence .
Therefore, as part of the suggestions from the author of this research it is important the
incorporation of visual aids in the classroom so students can receive the information in a
way that they are used to. Bear in mind that, students are accustom to social media and
You tube so these mediums are appealing to them ; therefore, when they get the
information in a way they know and like the outcome is going to be better than having
them memorizing or repeating things from the board.
In the same way, the author of this investigation strongly suggest to teachers to start
using technology such as cellphones and video bean. That is to start the lesson with a
video that first catches students attention. To use a power point presentation that slowly
introduce the objective of the lesson. As illustrated above, the importance of the video or
the power point presentation lies in the fact that the student can take advantage of the
experiences or things he or she has heard and construct meaning by making associations
with the new concepts. Unfortunately, not all public institutions count with the means to
have video or computers to present their classes with visual material, so as a suggestion
is to make efforts to acquire this tools in order to incorporate it in the classroom.

So far, it has become clear with the information above that the current situation of
English in Costa Rica is not an intrinsic enterprise to fix. In order words, they are just little
modifications that need to be implemented by the new teacher in order to enhance the
outcomes that as mentioned before they are deplorable. It is not in detriment of the job of
the teacher for them to invest on equipment but rather in the benefit of his profession. I
hope that by reading the my investigation you would find answers to questions that may
help you improve you performance and the outcome of your students.

Refence List
Brent,R. (2005). Understanding StudentDifferences.Obtenidode
http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/Understanding_Differences.pd
f
Clearinghouse.(s.f.). Learning Styles.Obtenidode
https://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Learning-
direct,S.(2012). Using videosto teach Grammarin Esp Class.Obtenidode
http://www.bing.com/search?q=using+videos+to+explain+grammar&form=IE10TR&src=IE10TR&p
c=EUPP_CPNTDFJS
Foundation,O.D.(s.f.). Theintegration of technology in the education.Obtenidode
http://aplicaciones02.fod.ac.cr/pdf/publicaciones/articulos/2007/Anfossi_integration_of_comput
ers_in_primary_schools_of_Costa_Rica.pdf
Griggs,S. (s.f.).Obtenidode https://archive.org/details/ERIC_ED333308
Howard,G. (s.f.).Obtenidode https://archive.org/stream/ERIC_ED424287#page/n1/mode/2up
MacLeod, S.(s.f.). ShortTermMemory.Obtenidode http://www.simplypsychology.org/short-term-
memory.html
May, H. (s.f.). Integrading Learning Styles.Obtenidode
https://archive.org/stream/ERIC_ED560527#page/n0/mode/2up
Nación,E. d.(s.f.). Estado delInglesen Costa Rica. Obtenidode http://estadonacion.or.cr/informe-iv-
estado-educacion
Nunan,D. (s.f.). TheLearning Stylesand Strategiesof efffectiveLanguageLearners.Obtenidode
https://jodoran.files.wordpress.com/2014/03/wong-and-nunan_2011_the-learning-styles-and-
strategies-of-effectivec-language-learners.pdf
Powel,W.(s.f.). Knowing ourstudentsaslearners. Obtenidode
http://www.ascd.org/publications/books/111011/chapters/Knowing-Our-Students-as-
Learners.aspx
Press,O.U. (2012). Using Video to presentgrammar.Obtenidode
https://oupeltglobalblog.com/2012/08/16/using-video-and-ict-to-present-grammar/
Sasha.(s.f.). TheAutismHelper. Obtenidode http://theautismhelper.com/faq/
Stands4.(s.f.).Obtenidode http://www.definitions.net/definition/learning%20styles
Tools,M. (s.f.).Obtenidode https://www.mindtools.com/mnemlsty.html
University,N.Y.(s.f.). Video Usein Higher Education.Obtenidode
http://library.nyu.edu/about/Video_Use_in_Higher_Education.pdf

Appendixes
1. I learn better by
(a) acting
(b) repeating
(c) drawing
2. I remember best when
(a) I see
(b) I hear
(c) I touch
3. I prefer to get new information in
(a) Picutures, diagrams.
(b) Written directions
(c) Verbal information
4. When I start a homework problem, I am more likely to.
(a) Start working on the solution immediately.
(b) Try to fully understand the problem first.
5. For entertainment, I would rather
(a) Watch a movie
(b) Read a book.
(c) Listen to music
6. Do you start a lesson with
(a) A video
(b) A lecture

(c) A reading
7. How frequently do you use visuals in a public school?
(a) Often
(b) Sometimes
(c) Rarely
8. I tend to picture places where I have been
(a) Easily and fairly accurately.
(b) With difficulty and without much detail.
9. When solving problems in a group, I would be more likely to
(a) Think of the steps in the solution process.
(b) Think of possible consequences or applications of the solution.

How to Use Learning Styles Effectively in English Classes

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Viewers also liked

Viewers also liked (6)

Similar to How to Use Learning Styles Effectively in English Classes

Similar to How to Use Learning Styles Effectively in English Classes (20)

Recently uploaded

Recently uploaded (20)

How to Use Learning Styles Effectively in English Classes