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Students' diverse learning styles in learning English as a second language

Nurul, A., Mazni, M., Sulia, M., Norhayati, H., & Nor, Z. (2011). Students' diverse learning styles in learning English as a second language. International Journal of Business and Social Science, 2(19), 179-186.

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Students' diverse learning styles in learning English as a second language

  1. 1. Students’ Diverse Learning Styles in LearningEnglish as A Second LanguageNurul AmilinMazni MuslimSulia MasturinaNorhayatiNor Zaitolakma Presenter: Minyeh Tsai Instructor: Dr. Teresa Hsu Oct 8, 2012
  2. 2. CitationNurul, A., Mazni, M., Sulia, M., Norhayati, H., &Nor, Z. (2011). Students diverse learningstyles in learning English as a secondlanguage. International Journal of Businessand Social Science, 2(19), 179-186. 2
  3. 3. Table of content I. Abstract II. Introduction III. Literature Reviews IV. Method V. Results and Discussion VI. Conclusion I. Reflection 3
  4. 4. AbstractLanguage learning style 4
  5. 5. Introduction 5
  6. 6. Learning styles affect not only thestudents but also the teachers. 6
  7. 7. Literature ReviewsCognitive learning styleField-independent learners vs. Field-dependent learners(step by step) (consider the whole things)Analytic learners vs. Global learners(individually) (interact with people)Reflective learners vs. Impulsive learners(take more time to think) (react immediately/ take risks) (Reid,1995) 7
  8. 8. Sensory learning stylePerceptual learning stylePersonality learning style (similar to the global learners) 8
  9. 9. Flowchart: Reid’s 3 learning styles 9
  10. 10. Felder and Silverman (2005):Sensing and intuitive learnersVisual and verbal learnersActive and reflective learnersSequential and global learners 10
  11. 11. Students’ learning preferencesStapa and Kavaliauskience (2003):•50% Improve language skills by working in pairs or small groups•32% prefer getting information on their own•The rest learn English just for passing the exams•Favor of more outdoor classroom activities 11
  12. 12. Riazi and Riasati:Students did not like working individually, but it was not well perceived by teachersHoque (2008):Appreciated peer correction and self-correction 12
  13. 13. Method Made a slight modification to the questionnaire Pilot study Run the SPSS Get the results 13
  14. 14. Result and discussion * Analysis of results based on the items in the questionnaire 14
  15. 15. 15
  16. 16. 16
  17. 17. 17
  18. 18. 18
  19. 19. ≅ 19
  20. 20. 20
  21. 21. 21
  22. 22. ConclusionStudents  global learners + impulsive learners  environmental learning styleIt’s important to note that teachers too need to do someanalysis of learning styles before they approach to theirstudents differently. 22
  23. 23. ReflectionThis study seems to have a few limitations especially interms of variables and instrumentation.It could be carried out to investigate the comparison ofstudents’ learning styles in urban and rural areas.The size of the sample could also be expanded so as toproduce more generalizable results. 23
  24. 24. What about you? 24
  25. 25. Thank you for listening!Have fun on the National holiday 25

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Nurul, A., Mazni, M., Sulia, M., Norhayati, H., & Nor, Z. (2011). Students' diverse learning styles in learning English as a second language. International Journal of Business and Social Science, 2(19), 179-186.

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