kmitl

1. PPRREEFFEERREENNCCEESS OOFF
VVOOCCAATTIIOONNAALL EEDDUUCCAATTIIOONN
SSTTUUDDEENNTTSS AATT TTRRAATT
TTEECCHHNNIICCAALL CCOOLLLLEEGGEE
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
getjazz@gmail.com

2. SSTTYYLLEE PPRREEFFEERREENNCCEESS OOFF
VVOOCCAATTIIOONNAALL EEDDUUCCAATTOONN
SSTTUUDDEENNTTSS AATT TTRRAATT
TTEECCHHNNIICCAALL CCOOLLLLEEGGEE

INTRODUCTION
 LITERATURE
REVIEW

METHODOLOG
Y

3. IINNTTRROODDUUCCTTIIOONN
 Statement and Significance of
the Problems
 Objectives of the
S Rtuedsyearch
Q Suceospteiosn osr Limitation of the
s Rtuadtiyonale of the
S Dtuedfiynitions of Terms Used
 Anticipated
Outcomes

4. LLIITTEERRAATTUURREE RREEVVIIEEWW
 Curriculum for the Diploma of
Vocational Education
 Definition of Learning Styles
 Fundamentals of Learning
S Lteyalersning Style Categories
 Related Researches

5. MMEETTHHOODDOOLLOOGGYY
 Population and Sample
 Instrument
 Validity and Reliability of the
Questionnaire
 Data Analysis and Statistical
Procedures

6. IINNTTRROODDUUCCTTIIOONN
Statement and Significance of the
Problems
 English is one of the world
significant languages (Hou
2009).
 English is official language in more
than 50 countries (CIA 2012)
 Educational Improvement in the
2nd Decade of Education Reform
( G20o1v1e-r2n0m1e8n) t’s Educational Policy in
Student-Centered Learning

7. IINNTTRROODDUUCCTTIIOONN ((CCoonntt..))
 Important component of learning
style theory.
 Need of investigating the learning
style differences.
 Different teaching-learning
atmospheres from my 7-year
e Lxapcekr ioefn ucen dine r2s ttaencdhinnigc ainl cthoelle ngaetsu.re
of students' perceptual learning style
preferences.

8. OObbjjeeccttiivveess ooff tthhee SSttuuddyy
 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. RReesseeaarrcchh QQuueessttiioonnss
 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. SSccooppeess oorr LLiimmiittaattiioonn ooff tthhee
ssttuuddyy
 Focus on investigating the
perceptual learning style preferences
of the second-year vocational
education students in diploma who
will enroll in Developing Skills for
English Communication 2 in the 1st
semester (2012) in 10 programs.
 Use a self-report questionnaire of the
Perceptual Learning Style Preference
Survey (PLSPS) Reid (1987) to
identify students' perceptual learning
style preferences

11. RRaattiioonnaallee ooff tthhee SSttuuddyy
 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
at ( Phungphol learners' best 2005).
development of own
pace Teachers' and potentiality role is to adapt (NEA the 1999).  idea of
the learners-centered approach
(Nunan 1988; Rost & Ross 1991).

12. RRaattiioonnaallee ooff tthhee SSttuuddyy
((CCoonntt..))
 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. RRaattiioonnaallee ooff tthhee SSttuuddyy
((CCoonntt..))
 Many researchers studied on learning
styles; Claxton and Marrell (1987),
Chang (2003), Hsu (2007), Reid (1987)
etc.
 Some researchers focused on learning
styles in Thailand, Nimmanpisood
(1992), Buranarek (2002), Simsek
(2005), Boonsuk (2008), Banbang
(2010) etc.  No research have emphasized on
diploma students' perceptual learning
style preferences in Thailand.

14. DDeeffiinniittiioonnss ooff TTeerrmmss UUsseedd
 Learning Styles: Internally based
characteristics that are the basis for
the intake and understanding of new
i nEfnogrmlisaht ioans .a Foreign Language
(EFL): The role of English in countries
where it is taught as a subject in
schools  Vocational Education Students: The
2nd year students in Diploma of
Vocational Education in 10 programs
who will enroll in Developing Skills for
English Communication 2 in the first

15. DDeeffiinniittiioonnss ooff TTeerrmmss UUsseedd
((CCoonntt..))
 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. DDeeffiinniittiioonnss ooff TTeerrmmss UUsseedd
((CCoonntt..))
 Perceptual Learning Styles
(Cont.)
4) Tactile Style: Tendency to learn more
effectively through touch and hand-on
5)a cGtrivoiutyp. Style: Tendency to learn more
effectively through working with others.
6) Individual Style: Tendency to learn more
effectively through working alone.

17. AAnnttiicciippaatteedd OOuuttccoommeess
 Students in learning more
effectively, easier, and more
enjoyable.
 Teachers in selecting the appropriate
teaching approaches, styles, and
materials to maximize student learning

18. LLIITTEERRAATTUURREE RREEVVIIEEWW
CCuurrrriiccuulluumm for the Diploma of
Vocational Education
Principles
skilled workers
occupational competencies
an opportunity for the business
 Osbejecctotrives
to produce and develop skilled
workers with knowledge, vocational
skills, morals, ethics, disciplines,
attitude, personality, and
intelligence.

19. CCuurrrriiccuulluumm for the Diploma of
Vocational Education
 Implementation
Learning-Teaching
enroll in any modes of learning
offered
Timeme Dphuarastizioens real practice
2 years for a vocational certificate
3 years for upper secondary
education certificates

20. CCuurrrriiccuulluumm for the Diploma of
Vocational Education
Credits
Structure
Project
On-the-job Training
Qualifications
Evaluation
Extracurricular Activities
Graduation

21. DDeeffiinniittiioonn ooff LLeeaarrnniinngg
SSttyylleess
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
1987)

22. DDeeffiinniittiioonn ooff LLeeaarrnniinngg
SSttyylleess
Cornett
1983
wikiped
ia
Dunn&G
riggs
1988
Loo
2002
P.Smith
& Dalton
2005
Johnson
&
Orwig
1998
Zapalsk
a 2007
Cottrell
2001
Godoy&
Amandi
2006
Yannnib
elli et
al.2006
Briggs
2000
Smith
2002

23. FFuunnddaammeennttaallss ooff LLeeaarrnniinngg
SSttyylleess
learning style and learning strengths
and weaknesses
 wide continuums
 be value-neutral
 be encouraged to “stretch”
l esatrrantienggi esstyles
 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
Cognitiv
ind ividua l's na tura l, ha bitua l a nd
e
p re fe rre d wa y (s ) o f a bs o rbing ,
p ro c e s s ing , a nd re ta ining ne w
info rm a tio n a nd s kills .
Sensory Affectiv
e/
Cognitive Learning Styles
Field Independent and Field
Dependent Learning Style
Analytic and Global Learning Styles
Reflective and Impulsive Learning
Styles
Kolb Experiential Learning Model
tempera
ment

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,
1989)
Sensory Learning Styles
ESL adult immigrations (Rossi-Le
1989)
Significant culture differences (Reid
1987)

27. Advantages of Perceptual LLeeaarrnniinngg
PPrreeffeerreenncceess SSuurrvveeyy
students can easily tabulate their own
results and enjoy the immediate
Cognitive Learning
Styles
gratification (Kinsella 1994)
Affective or
Temperament
Learning Styles
Sensory Learning
Styles
Children
Native English Speaker
ESL adult & Asian students

28. RReellaatteedd RReesseeaarrcchheess
 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
to learning style preferences

29. RReellaatteedd RReesseeaarrcchheess
 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. RReellaatteedd RReesseeaarrcchheess
 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. RReellaatteedd RReesseeaarrcchheess
 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. RReellaatteedd RReesseeaarrcchheess
 Domestic Related
Researches
Boonsuk (2008) surveyed 433
Pondok schools students
Most students preferred the group
learning styles
Simsek (2005) explored 134
secondary school students
Most students preferred kinesthetic
style Singhasiri et al. (2004), Watanasin
(2004), Sattacomkul (1992)

33. VVooccaattiioonnaall
EEdduuccaattiioonn
Buranarek (2002), Tepsatit (1998),
Nimmanpisut (1992)
CCeerrttiiff
iiccaattee
DDiipplloo
mmaa
YES NO

34. MMEETTHHOODDOOLLOOGGYY
Population and Sample
438 diploma students who are
learning English as a foreign language
at Trat Technical College
Sample
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
No. Programs
Genders
Tota
Male Female l
1 Building Construction
Technology
14 1 15
2 Mechanical Technology 46 46
3 Electrical Power
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

36. Instru
ment Questionn
aires
PLSPQ
individual
demographic
information
PLSPQ is currently widespread with
educators and have found in many
educational researches (Boonsuk
2008).
Questionnaire will be adopted from
Reid (1987, 1998) and translated into
Thai language utilizing from Simsek
(2005) and Boonsuk (2008) for

37.  Validity and reliability of the
questionnaire
A Draft
Questionnaire submitted to
the research advisor
proofread
by colleagues
a pilot questionnaire

38.  Data Analysis and Statistical
Procedures Descriptive statistics
through SPSS
Arithmetic Mean and Standard
Deviation
levels of use of language learning
styles
Independent Sample T-test
the perceptual learning style
preferences of students from
different programs and genders.
significant difference between males
and females

39. Item SAA U D SD
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 ฉันจะเรียนรู้ได้ดีที่สุดเมื่อมีเพื่อนร่วมชั้น
เรียนด้วย
6 I learn better by reading what the teacher writes
on the blackboard.
ฉันรู้สึกว่าฉันเรียนได้ดีขึ้นเมื่ออ่านข้อความที่ครูเขียน
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.
ในห้องเรียน เมื่อได้ลงมือทำาแล้วฉันเรียนรู้ได้ดีขึ้น

40. Item SAA U D SD
11 I learn more when I can make a model of
something.
ฉันเรียนรู้ได้มาก ถ้าฉันสร้างแบบจำาลองจากสิ่งที่ฉัน
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
เกี่ยวกับสิ่งที่ฉันเรียน
17 I learn better in class when the teacher gives a
lecture.
ฉันเรียนรู้ในห้องได้ดีขึ้นเมื่อได้ฟังครูพูดในห้อง
18 When I work alone, I learn better.
ฉันเรียนได้ดีขึ้นเมื่ออยู่คนเดียว
19 I understand things better in class when I
participate in role-playing.

41. Item SAA U D SD
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 ฉันจะทำางานคนเดียวได้ดีกว่า