Volume 2, Issue 6, November 2014, Page: 379-386
Improving EFL Classroom Interaction by Understanding Students’ Learning Styles
Bui Phu Hung, Department of Foreign Languages, University of Finance and Marketing, Ho Chi Minh City, Vietnam
Received: Nov. 28, 2014;       Accepted: Dec. 4, 2014;       Published: Dec. 16, 2014
DOI: 10.11648/j.ijll.20140206.17      View  2437      Downloads  303
Abstract
Multiple Intelligences (Gardner, 1993) postulates a standpoint that people may prefer to learn in different ways as a result of their predominance of different lobes. In particular, some deal well with sounds, but others appear to have a good sense of syntactic areas. It is important for the teacher to understand students’ learning styles in order to help them improve their language competencies to the most. With a sufficient understanding of students’ learning style preferences, teachers can use appropriate strategies and activities in language classes. The research study has proved the matching of teaching and learning styles and the classroom EFL interaction are positively correlated.
Keywords
Learning Styles, Interaction, Motivation
To cite this article
Bui Phu Hung, Improving EFL Classroom Interaction by Understanding Students’ Learning Styles, International Journal of Language and Linguistics. Vol. 2, No. 6, 2014, pp. 379-386. doi: 10.11648/j.ijll.20140206.17
Reference
[1]
Berry, J.W. (1966). Temne and Eskimo perceptual skills International Journal of Psychology, 1, 207-199.
[2]
Burns, A., & Joyce, H. (1997), Focus on Speaking, Sydney: National Center for English Language Teaching and Research.
[3]
Dryczka, J. (1995), Promote Language Learning among the Whole Academic Community, University of Warmi Sko-Mazurski: 10-957. Olsztyn Oczapowskiego, Poland.
[4]
Ebner, N. C. & Johnson, M. K.(2010), Age-group differences in interference from young and older emotional faces, Cognition & Emotion, Psychology Press. London: UK, 24: 7, 1095 — 1116.
[5]
Frohlich & Spanda (1995), Classroom Observation Checklist for Vietnamese English Classes, Victoria University Press.
[6]
Fujinuma, A. (2005), The Key Management Strategy in 2010, Nomura Research Institute, Ltd., Japan.
[7]
Gardner, H. (1993), Frames of Mind: The Theory of Multiple Intelligences, New York: Perseus Books Group.
[8]
Glynn, S. M., Taasoobshirazi, G. & Brickman, P. (2007). Nonscience majors learning science: A theoretical model of motivation. Journal of Research in Science Teaching, 44, 1088-1107.
[9]
Good, T., & Brophy, J. (1987), Teacher Expectations as Self-Fulfilling Prophecies. In Clarizio Harvey F. Rober C. Craig, & William A. Mehrens (Eds.), Contemporary Issues in Educational Psychology, New York: Rahdom House.
[10]
Hallows, R., Lisboa, M., & Unwin, M. (2006), IELTS Express, Intermediate and Upper-inter mediate, London: Thomson ELT.
[11]
Harker, J. O. (1988), Individual and Team Approaches: An Introduction. In Green, Judith L., & Hyman, R., & Rosoff, B. (1987), Matching Learning and Teaching Styles: The Jug and What’s in It. In Clarizio, Harvey F. Robert C. Craig, & William A. Mehrens (Eds.), Contemporary Issues in Educational Psychology, New York: Random House.
[12]
Honey, P. & Mumford, A. (1982) Manual of Learning Styles, London: P Honey.
[13]
James, W. B., & Gardner, D. L. (1995), Learning Styles : Implications for Distance Learning, New Directions for Adult and Continuing Education, 67, 19-32.
[14]
Kelen, C. (2000), Perpetual Motion: Keeping the Language Classroom Moving, The Internet TESL Journal, Vol. VI, No. 1.
[15]
Kemmis, S., & McTaggart, R. (1988a). The action research planner (3rd ed.). Geelong, Australia: Deakin University Press.
[16]
Kolb, D. (1984), Experiential Learning experience as a Source of Learning and Development, NJ: Prentice-Hall.
[17]
Krashen, S. (1982), Principles and Practice in Second Language Acquisition, London: Pergamon.
[18]
Reid, J. (1987), The Learning Style Preferences of ESL Students, TESOL Quarterly, 21/1, 87-111.
[19]
Willing, K. (1988), Learning Styles in Adult Migrant Education, Adelaide: National Curriculum Resource Center.
[20]
Worthley, K. M. (1987), Learning Styles Factors of Field Dependence/ Independence and Problem-Solving Strategies of Hmong Refugee Students. Unpublished Master Thesis. University of Wisconsin, Stout, WI.
Browse journals by subject