Learning Styles of EFL Students Majoring in Chinese and Their Preferred Activities in English Language Classrooms
Urarat Parnrod1*, Tidarat Noysuwan1, Chutintorn Suwanmanee1, Dhitthita Sinraksa1, Warrapojn Panrod2
1 Faculty of Humanities and Social Sciences, Songkhla Rajabhat University, Songkhla, Thailand
2 Faculty of Humanities and Social Sciences, Prince of Songkla University, Pattani Campus, Pattani, Thailand
*Corresponding Author: [email protected]
Received: 28 April 2023 | Accepted: 5 July 2023 | Published: 30 July 2023
DOI:https://doi.org/10.55057/ajress.2023.5.2.25 __________________________________________________________________________________________
Abstract: The purposes of this study are to measure learning styles of undergraduate students majoring in Chinese at Songkhla Rajabhat University, Thailand, and to investigate the students’ preferred activities in English language classrooms. The questionnaire was used to collect either quantitative or qualitative data. The findings showed that more than 50% of the students preferred group, auditory and kinesthetic as major learning styles. As for the preferred activities in English language classrooms, the report from the students is mainly related to working in groups. Hopefully, the key results from the study could provide guideline for the teachers and others concerned to prepare various activities for the students with different learning styles in different contexts.
Keywords: questioning techniques, EFL students, learning styles, English language classrooms
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1. Introduction
It is generally agreed that those who are able to speak multiple languages are praised. Then it is unavoidable to accept that the three main objectives for a language teacher are concerned i) giving primary language skills and knowledge, ii) developing self-control, and iii) building the students’ sense of community. When planning the activities in a language classroom, various aspects, such as motivation and learning preferences, are always taken into account in order to achieve those objectives.
In the context of language learning, learning styles have been defined as a preferred way of acquiring knowledge revealed unconsciously while learning (Willing, 1993; Dunn, Dunn, &
Perrin, 1994; Oxford, 1995; Reid, 1998; Smith & Darlton, 2005). Also, they have been considered as a basis for developing the students’ English ability (Parnrod & Darasawang, 2018).
Although different classifications of learning styles have been proposed by several educators, one of them which was proposed by Reid (1987) has been widely used in educational context (Dubravac & Zunic-Rizvic, 2016; Parnrod, Runnapak, Khaonuna & Intapan, 2017; Nge &
Eamoraphan, 2020; Parnrod & Panrod, 2020; Parnrod et al., 2022, Parnrod & Panrod, 2023).
Reid (1987) categorized learning styles into six. They cover i) visual, ii) audiotory, iii) kinesthetic, iv) tactile, v) group and vi) individual preferences (see details in Table 1). Also,
the Perceptual Learning Style Preference Questionnaire (PLSPQ) developed by Reid (1987) has been used as an instrument to measure the learners’ learning styles.
Table 1: Explanation of Perceptual Learning Style Preferences
Learning style Explanation Possible activity
1 Visual Learners prefer learning from reading. - Reading the passage or books alone 2 Auditory Learners prefer learning from hearing
words spoken. - Hearing audio tape and lectures
3 Kinesthetic
Learners prefer learning from experience and being involved physically in
classroom experiences.
- Field trips - Role-playing 4 Tactile
Learners prefer learning from doing hands-on experiences with
materials.
- Building models - Writing notes 5 Group Learners prefer learning in groups or with
other people. - Group work
6 Individual Learners prefer working alone. - Studying alone - Individual work
Purposes of the study
The aims of the study are to measure learning styles of undergraduate students majoring in Chinese at Songkhla Rajabhat University, Thailand, and to investigate the students’ preferred activities in English language classrooms. The two research questions addressed were as follows:
i. What are learning styles of undergraduate students majoring in Chinese at Songkhla Rajabhat University, Thailand?
ii. What are the students’ preferred activities in English language classrooms?
2. Research Methodology
Participants
The participants of the study were 23 undergraduate students majoring in Chinese (first year students) at Songkhla Rajabhat University, Thailand.
Instrument
In order to response the two purposes of the study, the questionnaire was used to collect the quantitative and qualitative data.
The questionnaire is divided into three parts.
Part 1: General information
This part is about the students’ personal information, such as their names and their student codes.
Part 2: Learning styles
This part is related to measuring the students’ learning styles. It covers 30 items which adapted from the questionnaire developed by Reid (1987). The example of survey questionnaire items is shown below:
Table 2: Example of Survey Questionnaire Items
Description SA A U D SD
1. When the teacher tells me the instructions, I understand better.
2. I prefer to learn by doing something in class.
3. I get more work done when I work with others.
4. I learn more when I study with a group.
5. In class, I learn best when I work with others.
Strongly Agree (SA) Agree (A)
Undecided (U) Disagree (D)
Strongly Disagree (SD)
Part 3: Students’ opinions about their preferred activities in language classrooms
This part is an open-ended question asking the students to give opinions about their preferred activities in English language classrooms.
Data Collection
The questionnaire was distributed to 23 undergraduate students majoring in Chinese in the first semester of 2023 academic year. All the students were asked to complete the questionnaire in the provided Google Form. They were explained how to fill in it. While completing the questionnaire, they were also allowed to ask any questions in case they were not sure for some points.
Data Analysis
Regarding the quantitative data, the findings obtained were analysed based on Reid’s model.
The examples of the analysis are presented below:
VISUAL TACTILE
6 - _____ 11 - _____
10 - _____ 14 - _____
12 - _____ 16 - _____
24 - _____ 22 - _____
29 - _____ 25 - _____
Total_____ x 2 = _____(Score) Total_____ x 2 = _____(Score)
Then the overall scores were were determined the students’ learning styles as the following:
Table 3: Explanation of Overall Learning Style Preference Scores Overall Learning Style Preference Score Explanation
Major Learning Style Preference 38-50 The way which learners can learn best Minor Learning Style Preference 25-37 The areas where learners can function well.
Negligible 0-24 The way which learners may have learning difficulties.
As for the qualitative data, the students’ opinions obtained from the open-ended question were analyzed by using keywords based on the explanation of learning style preferences proposed by Reid (1987) to reveal their preferred activities in language classroom.
3. Findings and Discussion
Research Question 1: What are learning styles of undergraduate students majoring in Chinese at Songkhla Rajabhat University, Thailand?
The quantitative data obtained from Part 2: Learning styles (30 items) was analysed to show the students’ learning styles. The findings are presented as follows.
Table 4: Learning Style Preference Scores of Undergraduate Students Majoring in Chinese
Learning Style Score Score Description
1 Group 38.96 Major learning style preference
2 Auditory 36.78 Minor learning style preference
3 Kinesthetic 35.65 Minor learning style preference
4 Tactile 34.61 Minor learning style preference
5 Visual 33.65 Minor learning style preference
6 Individual 31.83 Minor learning style preference
According to Table 4, it was found that group learning style preference got the highest score (score = 38.96, Major learning style preference), followed by auditory learning style preference (score = 36.78, Minor learning style preference), kinesthetic learning style preference (score = 35.65, Minor learning style preference), tactile learning style preference (score = 34.61, Minor learning style preference), visual learning style preference (score = 33.65, Minor learning style preference), and individual learning style preference (score = 31.83, Minor learning style preference). It should be noted that the group learning style preference is the only ONE style which fell in Major learning style preference.
After analyzed further, it was also found that there is a quite difference between the highest percentage (69.97%) found in the group learning style and the others’, as shown in Table 5.
Table 5: Frequency of the Students’ Learning Styles
Learning Style Score Description Frequency Percentage
1 Group
Major 16 69.57
Minor 6 26.09
Negligible 1 4.35
2 Auditory
Major 14 60.87
Minor 7 30.43
Negligible 2 8.70
3 Kinesthetic
Major 12 52.17
Minor 9 39.13
Negligible 1 4.35
4 Tactile
Major 9 39.13
Minor 9 39.13
Negligible 3 13.04
5 Visual
Major 9 39.13
Minor 11 47.83
Negligible 3 13.05
6 Individual
Major 7 30.43
Minor 13 56.52
Negligible 3 13.04
Based on Table 5, it would be notable that more than 50% of the students preferred group, auditory and kinesthetic as major learning styles.
In comparison to previous studies conducted in the past, the results showing that the majority of the students (16 out of 23) preferred group learning style is similar to the results from Myanmar students (Nge & Eamoraphan, 2020) and Thai students (Parnrod & Panrod, 2020;
Parnrod et al., 2022; Parnrod & Panrod, 2023). However, it seems that those results are not in line with what Reid (1987) mentioned. She stated that that students from Asian cultures, were often highly visual style, not group style. That would be from the background knowledge, and school climate (Hedge, 2000; Reid, 2005; Lawrence. 2006).
Research Question 2: What are the students’ preferred activities in English language classroom?
The qualitative data obtained from the open-ended question was analysed to reveal the students’ preferred activities in language classroom. The data was categorized by using keywords based on the explanation of learning style preferences proposed by Reid (1987). The findings were presented as follows.
Table 6: The Students’ Preferred Activities in English Language Classroom
Learning Style Description Excerpts from students
1 Group Prefer learning in groups - “I like working in groups”
- “I can learn through the discussion and do the activities with others.”
- Working in groups could help others whose English is not very good.
2 Auditory Prefer learning with ears - “Explain the lessons repeatedly”
3 Kinesthetic Prefer learning by experience - Use role-playing in various situations”
4 Tactile Prefer learning by hands-on tasks -
5 Visual Prefer learning with eyes - “Use technology, pictures and passage while teaching…”
6 Individual Prefer learning while working alone -
Additionally, some students mentioned about having English foundation course and focusing on techniques for remembering the words:
“..I’ d like to have an English foundation before learning the new lessons…Teachers can share the techniques to develop English and remember the words….Also the teaching should not be too serious…”
“…The teacher should more focus on the vocabulary and allow the students to work in groups…”
4. Conclusion
This study measured learning styles of undergraduate students majoring in Chinese at Songkhla Rajabhat University, Thailand, and investigated the students’ preferred activities in English language classrooms. The main findings showed that i) the majority of the students (16 out of 23) preferred group learning style, and ii) group work is the main activity the students offerred.
In order to motivate and engage the students in English language classrooms, teachers and others concerned could use the findings of the study as a source while designing classroom activities. The more the teachers can balance diverse students and the lessons they have to learn, the more the students can develop their langauge skills sucessfully.
In order to extend the usefulness of the study, the following recommendation are made for further study:
i. Linking the students’ learning styles to the teaching models such as question techniques is recommended to create a positive and engaging classroom.
ii. The more participants, especially undergraduate students majoring in Chinese, would be needed to reveal more opinions about the preferred activities in language classrooms.
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