Learning Styles In Classroom

schooling Styles In Class inhabit lawsuit lyric poem is verit adequate to(p)ly considered as a signifi coffin nailt linguistic process since it has been habituate for communicating worldwide. Therefore, knowledge position is actually common in galore(postnominal) countries and terminology pedagogics styles ar employ by students in globalization. spoken manner of harangue culture styles are the main genes that admirer decide how the students learn a bit or remote spoken communication. A foreign terminology is a manner of savingmaking studied in an surround where it is not the major vehicle for daily communication and where input in that lecture is householdified (Rebecca, 2003).In an oblige by Mulalic et al. (2009), students accomplishment styles pack been unnoticed as an irrelevant module in the control process. Apparently, at unmatched conviction lecturers become aware that unlike students learn mingled styles, they try to compel those eru diteness styles in the schoolroom. When looking into lecturers t each(prenominal) practices, it is possible to netherstand that the majority of the lecturers are not sensitive with their students attainment styles. The riddles occur when lecturers are not aware of the signifi merchantmance to create and seek discipline styles.According to Felder (1996), how untold students learn in the class is determined partially by the students mogul and prior preparation, and the capability of their learning styles and the lecturers teaching styles. More particularizedally, Godleski et al. (1984), the students tend to be bored and inattentive in class, do gravely on tests, wank discouraged about the course, and whitethorn conclude that they are not not bad(predicate) at the subject of the course and give up.In a research by Izzo (1980), confirmed that the coat of class is an important physical factor which influences the choice of method, decreases the amount of individual attentio n that the teacher gives to each student. However, she argued that wasted classes are preferable for language learning and correlated signifi dopetly with language operation.In a research mull over by Tan (2008), set EFL learners main compose trouble nearies by analyzing the nature of their typography errors. The prominent causes of the errors were imputable to limitation of phrase size, low grammar agreement and obstruction from outset language. In the finding of the get to apart, six inhibit instructional strategies were suggested so that teachers rear end start a more than effective approach to enhance students writing progression much(prenominal)(prenominal) as learning words, teaching of fundamental article of faith structure, cover tuition method, correcting error and class meeting, understanding of L1 interference, and writing incentive.Since side language has been introduced in Cambodia, EFL students learning styles have adapted to the language acquisit ion. In the ago students were plausibly to formulate knowledge through perceive to the teachers while teachers lacked specific training about teaching methodological analysis.The learning style of Kampuchean students is typically memorization at the expense of realistic habit. Consequently, they would kinda learn grammar and discipline than on earreach and utterance. Specifically, most Kampuchean learners note more leisurely and enjoyable with having things which are written on the whiteboard in pose that they send word write them down and piece of work at home. Hopefully, they hope to purport handouts of summaries or lecture outlines. On the oppo web site hand, more or less Cambodian learners reveal that they memorial tablet a pot of pressures of how to adapt the new cultural environment and how to get on with their peers in class. Some feel lonely because the ways they enclothe or talk are so different. (Nguyen 2001)As for the content of EFL Cambodian sch oolrooms, Keuk (2009), anchor in his study that most teachers practical habitual teaching methods such as style translation from L2 to L1. Accordingly, students are taught to memorize chunks of side language with mainly foc utilise on grammar and vocabulary.1.2 Problem statementWithout recognizing fitting learning styles, students seem not to achieve divulge results in their academic performance. Furthermore, students are less likely to improve their language acquisition actually quickly, as they do not know the effective learning styles. In spite of the variety of academic courses which the university students concur in English, and the tough efforts universities and lecturers establish to founder students language skills, the students language performance, unfortunately, has been tedious. This could be recognized to the different learning styles and habits utilise by students in studying English, including preferring having things written on the whiteboard to listen to t he lecturers explanation, nervousness of oratory in classroom, preferring grammar translation form first language to second language while learning English language and preferring works individual and personally to working in groups. Pedagogically, most of the lecturers practice tralatitious teaching method, grammar translation method form first language to second language while teaching English language. The final noticeable problem is that grown classes pose several(prenominal) significant challenges in class room shot and scale downd effectiveness of classroom management.1.3 Objectives of the studyThis study envisionates specifically to identify the learning styles which are used by Cambodian occult university students in their learning of English as a foreign language in the classroom. More interestingly, this study intends to explore the reasons why Cambodian university students use different styles in their learning English as a foreign language.1.4 Research question sThis research aims to look into the effective factors in learning English as a foreign language. The following research questions can be formulated for the study below.1. How do Cambodian university students describe their learning styles used in learning English as a impertinent Language?2. Why do the students use different styles in their learning English?1.5 Significance of the StudyAs a part of educational development, this study is significant for four reasons. First, exploring students learning styles in English in Cambodian high education bequeath help improve students language acquisition. Second, the study pull up stakes shed light on the effective learning styles of EFL flourishing Cambodian university students, which can be used as a dumbfound of learning English. Third, this research pull up stakes help to contribute to the serviceableness of distinguish vocabulary teaching and learning techniques in order to promote vocabulary acquisition, particularly in EFL Cambodian context. In addition, from a methodological perception, it is to a fault hoped that the findings from this study give be useful for providing kernelful suggestions for overcoming the problems that may acquire regarding the learning styles of students and how to accommodate discordant learners in EFL classroom.16 Definition of signalize termsIn an attempt to better understand this study, some spot terms are defined as follows.EFL students learning styles mean techniques, behaviors, actions, habits and move employed by learners learning English as a Foreign Language to improve and develop their different language skills speaking, listening, reading, and writing. Moreover, the term learning style refers to the general approach preferred by the student when learning a subject, acquiring a language, or dealing with a embarrassing problem (Oxford 2001 Reid 1998)1.7 Proposed ChapterThis paper exit be chronologically composed of tailfin main chapters. Chpater1is the i ntroduction, consisting of background of the study, detective problem, research objective, research question, significance of the study, and commentary of key concepts. Chapter 2, literature review, which discusses on the problems and solutions of the study. Chpater3, methodology, which consists of research design, participants, method, instruments, rays data collection, data analysis, ethnic consideration, strengths and limitation of research. Chapter 4, discussion and findings of the study, analyzing the data collected from the interviews. Chapter 5, conclusion and recommendation, summarizing the problems and findings of the study and suggesting some strategies to help improve the weaknesses. Moreover, these five chapters are followed systematically by references and appendices.CHAPTER2 reexamine OF LITERATURE2.1. Defining learning stylesIn a study by Aqel Mahmoud (2006), determining the learning styles of An-Najah depicted object University students used in their learning of English as a foreign language. Consequently, the result of the findings suggested a variety of teaching English styles, including asking students to change their seats in classes, introduction of fanciful activities and the use of audio-visual aids, which suit learning styles used by students in their learning of English. Moreover, the researchers recommended the introduction of computer as a necessary course in Department of English and Teaching Methods Department which give its triumphful job in making students rely on themselves to develop their language proficiency. Also, the researcher proposes that a study should be conducted at other universities to discover the learning styles which are used by students in the learning of English and the birth amongst these styles and students record.In the article by Marin (2003), the focus of the investigation was on the language learning styles appearing that students face language difficulties with great achievement but with li ttle efforts. However, other students faced these difficulties with a little success and satisfaction. Also, this article proved that each learner had his/her advanced way of learning through his/her culture, educational background and personality.Heffernan (1999) as cited in Aqel (2006), determined that many studies on language learning styles applied and gained differently base on motivation and outcome, level of language , years of learning language, teaching methods, difficult content, and students background and sex. He also added that successful language learners use various styles in learning language, and the teacher can help in increase learning styles through teaching strategies that probably help weak students to lead the appropriate learning styles for dissimilar educational delegates.2.2 Learning styles in classroomThe classroom still remains a good and comfortable organise for students in learning their language. Specifically, students learning styles have to be ta ken into government note while teaching English. in a study by , (Haynes, 2001), the language learners use certain styles, especially in their mother tongue while learning their language, and these styles are transferred when they learn a foreign language. Similarly, several studies (Oxford 1993 OMalley and Chamot, 1990) showed that students of languages used various learning techniques such as memorization, repetition, and imitation, development of positive tang to language and application of information.In a study by (Hayes, 1997 Strevens, 1978 Harmer, 1983), jumbo English classes are often related to lack of control and concentration, disruption, classroom interaction, particularly lack in the ability to speak English fluently. Moreover, overcrowded class is one of the constraints on effective teaching and learning. Also, large classes reduce teachers attention, produces real physical discomfort and distraction that negatively affect learners attitudes towards their learning.B loom (1976), creating opportunities for tenuous class group work which helps each other and proves to be a useful way to motivate students and correct errors. He also believed that the size of the group is one of the main portions which influences in language learning.In dealing with the problems associated with large classes, Nnaji (1991) proposes tutorial classes as a solution to help reduce the menace of large classes. She believes that tutorial classes should be used to curtail the shortcomings of large classes. According to her, tutorials are discussion sessions where the teacher and his students talk to each other and express their views on topics they did not fully understandThe learning style of Cambodian students is typically memorization at the expense of realistic break up. Therefore, they would rather learn grammar and reading than on listening and speaking. Specifically, most Cambodian learners feel more comfortable with having things written on the whiteboard in ord er that they can copy them down and study at home. They hope to get handouts of summaries or lecture outlines. On the other hand, some Cambodian learners reveal that they face a lot of pressures of how to adapt the new cultural environment and how to get on with their peers in class. Some feel lonely because the ways they work or talk are so different. (Nguyen 2001)However, a number of personality characteristics have been associated with successful language learning. These include being willing to take risks (Ruben 1979 as cited in Willis 2001), having self-confident (Heyde as cited in Freeman and broad 1991), and being interested (Ellis and Sinclair as cited in Willis 2001)2.3 Vocabulary learningIn learning a foreign language, vocabulary plays an important role. It is one element which is associated with the four skills, namely speaking, listening, reading and writing. In a research article by Mohd et al. (2009), investigated the evaluation learning vocabulary strategies of unde rgraduate EFL learners and its relation to the learners vocabulary size. There are five various categories of vocabulary learning strategies such as determination, memory, social, cognitive, and metacognitive. Consequently, the findings of this study led to some suggestions to improve students vocabulary learning, unquestionable their vocabulary size, and enhanced their English learning.As for the case of EFL Cambodian classrooms, Keuk (2009), found in his study that most teachers practical habitual teaching methods such as vocabulary translation from L2 to L1. Accordingly, students are taught to memorize chunks of English language with mainly focused on grammar and vocabulary.Maghsodi et al. (2010), reading should be promoted either inside or outdoors class because it is the most important tool which helps ply learners with the vocabulary acquisition. It is believed that the more learners are exposed to new words, they more they are likely to remember them.In a study by Minji (2008), explored which vocabulary instruction is more helpful for learning English vocabulary. Consequently, each instructional approach is required to examine, review, and integrate to determine the usefulness as a whole. In the light of the major findings of this study is that vocabulary instruction is effective overall for EFL learners even though there are some instructional approaches which are not related to effective learning. According to National Reading Panel (2000), helped determine the effective implications of vocabulary instruction for first language learners, including teaching vocabulary both steerly and indirectly, repetition and sixfold exposures to vocabulary items are important, restructuring vocabulary tasks, and entailing active engagement in learning tasks for vocabulary tasks.2.3 Grammar learningGrammar is viewed as an essential element for communication to take place because it shows how language is used. According to Larsen-Freeman (1997), the misundersta nding of the role of grammar is attributed to the fact that it is incessantly viewed to be governed by fixed rules.As for the case of Mat et al. (2010), proving the various between the methodological expectations and the learners in contrast to the actual teaching methodology followed by their instructors. More significantly, this research article focuses on the five aspects forte of instruction, grammar instruction, instructors as model, and the usefulness of drilling, mimicry and memorization, and the use of educational tools, pertaining to the foreign language methodology. In the light of the finding of the study, a serious discrepancy between students expectations and their classroom reality in terms of how grammar is instructed. Also, grammar rules should be explained and that grammar should not be taught explicitly.2.4 Reading stylesReading involves a variety of factors which may have an intrusion on learners reading ability. Weaver (1988) defines reading as the process of constructing meaning through the energetic interaction among the readers existing knowledge, the information recommended by the written language, and the fleck in reading context.In a study by (Miller Yochum, 1991 Donnell Wood, 1999), maintained that the reading difficulties students face may be related to unfaithful knowledge of the reading process, lack interest and motivation, fluency, concept density, organization, and difficult vocabulary. intuition or reading strategies show how readers conceive of a task, how they make smack of what they read, and what they do when they do not understand. In short, such strategies are processes used by the learner to enhance reading lore and overcome comprehension failures (Singhal, 2001).In a second language study, Hosenfeld (1977) used a think-aloud result to identify relations between certain types of reading strategies and successful or unsuccessful second language reading. The successful reader, for instance, kept the meaning of the course in mind while reading and skipped less important words but the unsuccessful reader lost the meaning of the sentences when decoded and seldom skipped nickel-and-dime words.2.5 Speaking stylesSpeaking is a key to communication. It is the productive skill in language learning, which places a great demand on students logical and comminuted thinking. In the article by Widiati (2006), discussed problems in the teaching of EFL speaking, activities normally practiced, materials ordinarily used in EFL speaking classes, and assessment of oral English proficiency. found on the finding, Indonesian learners frequently have not achieved a good level of ora1 English proficiency. For example, Mukminatien (1999) showed that students of English department have a lot of mistakes while speaking. The mistakes consist of pronunciation, grammatical accuracy, vocabulary, fluency, and interactive communication. Likewise, Ihsan (1999) found that students are likely to make errors, including the misuse of parts of speech, syntactical construction, lexical choice, and voice.Ihsan et al. (1999 as cited in Eyiyuliwati 1997), showed that students had difficulties in using grammar and in applying new vocabulary items in speaking class.When the ability to speak English is a real difficult task regarding to the nature of what is included in speaking. Not all of the students in an EFL speaking class have the bravery to speak. Many of the students feel nervous in a speaking class and some are likely to pass silent. In the research by Padmadewi (1998) proved that students attending a speaking class often felt anxious because of demands from the speaking tasks requiring them to do instauration individually and spontaneously within limitation of time. eon Tutyandari (2005), stated that students salvage quiet due to the lack of self-reliance, prior, knowledge about topics, and unequal family relationship between teacher and learner. In order to deal with students limited knowledg e, she recommended speaking teachers make active the students prior knowledge by asking questions relating to topics under debate. Also, she suggested that students self-esteem can be improved and their nervousness reduced by asking them to work in small groups.To achieve a higher quality of the teaching of EFL speaking and to improve the speaking skill of Indonesian EFL learners, Mukminatien (1999), suggested teachers give their learners more adequate input for acquisition in the classroom and push them to use English either in or outside the classroom. More specifically, Citraniugtyas (2005) stated that a silent speaking class can be made more active by assigning tasks which develop students critical thinking skills.Purjayanti (2003) found presentation to be helpful to encourage students to communicate ideas in their fields of study. She added that through presentation and its preparation students were able not only to practice speaking, but also to search for materials and mouth them in a planned way.Small group discussion is an special natural action that can be conducted in EFL speaking classroom. Its aim is to still learners to be participated actively in a discussion concerning with students limited number. In a study of Murdibjono (2001) demonstrated that discussing in small groups is an effective activity so that students have more time to practice speaking with their classmates.2.6 comprehend stylesListening is a critical element in the competent language performance of EFL university students. Therefore, listening comprehension is an important sill, as well as prerequisite for oral proficiency. In the study of Goh (1997), difficulties to listening compression can be divided into person knowledge and task knowledge. The obstacles of person knowledge are the limitation of vocabulary, idiomatic expression, kinds of input with new structure, fast speech. While the task knowledge related to new vocabulary, various local accents, speech rate, the int erest and purpose of listening, existing knowledge and experience, physical factors, and the length of sentence structure. However, he suggested two strategies for helping learners become better listener. The first is direct strategy it aims at increasing perceptions. Learners L2 can improve the listening by practicing perceptions sound, content, pronunciation of new words, words, and intonation features. The second is the indirect strategy its aim is to improve knowledge about speakers, tasks, and strategyAccording Hann (2000), the use of ineffectual learning strategies of learners may affect their listening comprehension and learners experience. Various kinds of listening comprehension may cause some problems due to the inadequacy of the heart from factors relating to the speakers speech, and to the learner proficiency in listening comprehension. Furthermore, it was found that EFL learners are poorly equipped with effective listening strategies, skills, activities.To help better improve the listening comprehension, in a study by Wen-sheng (2007), conducted in China, listening is very crucial input, but many of the students in Chaozhou Normal College, Hanshan Normal University, and Chaozhou Guangdong were consider with listening. In the finding of the study, there were a lot of significant listening techniques which were neglected by teachers. However, a researcher suggests that more listening strategies should be taught in classes and teaching plan is given.2.7 Writing stylesIn the article by Hafida (2010), conducted in Tlemsen, Algeria, analyze both the university requirements for the English academic degree in Algeria, and students needs so as to improve a pedagogical fashion model that would respond both exigencies. In the light of finding of the study, the researcher recommended the implementation of a strategy such as based writing syllabus for EFL university students that would develop their strategic competence and consolidate their linguistic k nowledge.Since the Chinese students poor communicative ability in oral and written English, there is a concern in English teaching and learning in China. In the article by Yan (2006) explored a successful method so as to develop students speaking ability. As a result of the finding, Scenario-based Learning, two wistful models are introduced to improve the oral and writing in English. Scenario-Based Learning (SBL) is a structured method for figuring out some issues impacting the lives of specific individuals or groups of individuals. Also, It confronts students with an important context based on real life situation which requires them to take part in an imagined series of events.In the study by Osman (2010), investigates the difficulties faced by beginner academic writers and proposes recommendations to help these writers to be better collaborative writers. In the finding of the study, beginner writers have difficulties during their collaborative writing, including inability to wor k with their partners, poor language proficiency, poor research skills, having limited time to discuss, lacking ideas, facing stress during collaborative writing, therefore, it is suggested that the university and the lecturers should provide them with the opportunities of (1) providing intensive reading program (2)teaching interpersonal skills (3) teaching time management (4) providing pre-collaborative writing sessions (5) providing pre-collaborative writing sessions (6) and providing teacher/ peer assistanceAccording to Bereiter and Scardamalia (1987) as cited in Rouiller (2005), writing generally suffers from lack of interaction that stimulates oral production in conversation. However, to guarantee successful learning, Lam Wong (2000) as cited in Lourdunathan Menon (2005), believe that learners should demonstrate appropriate cooperative behavior and peer support. It is necessary because some students have difficulties in organizing their ideas and are weak in English langua ge as well. This can hinder them from participating in their collaborative work.CHAPTER 3METHODOLOGY3.1Research designSince the intent of this study significantly focuses on a sequestered university in Cambodia, the researcher will employ a case study exploring the learning styles of EFL Cambodian university students. As a qualitative research approach is used, the case study will be employed in this study to explore the learning styles of EFL Cambodian university students. The case study method tends to systematically investigate an event or a set of related events with the specific aims of describing and explaining this phenomenon. (Berg, 2009)3.2 ParticipantsThis is a case study which explores the learning styles of Cambodian university students. The participants of this study will be selected from one private university in Phnom Penh. The sample will consist of 6 students, who are studying English Literature in that university. Also, the researcher will choose both female and m ale students. Before conducting interviews, the researcher will make an appointment and notify the reasons of visit to the Rector of University.3.3 InstrumentWith the purpose of getting trustworthy information, uncrystallised interview, informal conversation and participant notice will be used in order to obtain sure data. Interviews will be put down-recorded and open-ended questions (see below appendix for details). In addition to the above interviews, class observation will be useful tool to obtain data. The observation checklist will fundamentally focus on students learning styles both in classroom and outside classroom.3.4 Data assemblageSince the qualitative data collection procedure requires the research to immerse altogether in the nature setting, the researcher will carry out unstructured interview after observation and taking notes. The interviews will consist of open-ended questions and tape-recording (see Appendix below) for the details. Prior to carrying out the in terviews, the researcher will ask leave from university rector and students. The researcher expects each interview will take approximately 50 minutes and occur in the university or outside the university. The options for selecting site for interview will be provided for the participants because it helps reduce the participants difficulties. Moreover, the study objective will be verbally informed to participants before conducting interviews. With permission from participants, the researcher will use tape-recording to record the whole interviews. The researcher might ask different participants to answer the questions based on their preference. The researcher will personally halt abreast English students using participant observation techniques. The observation will basically focus on students learning styles in classroom. The students will be asked to provide their responses about the learning styles of EFL Cambodian university students based on their ideas. The observational comm unications protocol will include the descriptive activities in the setting and reflective ideas from the researcher. at any rate these observations, informal conversation will be made with participants in order to obtain deeply their perceptions about language learning styles. The researcher may take a few brief notes in the field setting but take notes of teaching techniques and behaviors after observation.3.5 Data AnalysisThe researcher will organize and prepare the data for analysis as shortly as the data has been collected from the participants. Then the researcher will throw lots of time reading all data and listening to tape recording in order to delete the irrelevant information. Next, the researcher will code the text to categorize the data. Moreover, relationship of data will be identified to interpret the meaning of data collected. Finally, in order to secure the reliability and validity of data, the researcher will try to reread the data and ask researcher team to che ck the information. Moreover, matrixes and graphs will be specifically presented. Therefore, they will visualize the difficulties of Cambodian EFL students learning styles3.6 Ethical ConsiderationTo successfully conduct this study, the researcher will take into consideration about some safeguards. First, the consent form will be given to the participants to sign if they really agree to join in the study. Second, the purpose of this study will be clearly informed to participants in order to build mutual understanding and rapport. Third, the researcher will profoundly tell the participants that their participation will be voluntary and stopping from interviews will be the participants choice. Finally, the researcher will keep data collected in secret place which no one besides researcher will have access to get it. Furthermore, I will bring together the names of participants but keep them confidential. face-to-face identifiers will be released to the public in a way that protects the realization of participants.3.7 Limitation of ResearchThis study is guided with the following limitations, which affect the generalisation of the finding. First, the study only focuses on university English students in Department of English. Second, the study may be limited in its analysis or generality as it will be conducted in one Cambodian private university, in which 6students will be selected. Third, since this study will mainly explore only important learning styles, some points might be ignored. However, the purpose of this study is not to provide the broad generalization but to explore the learning styles of Cambodian university students in a private university in Phnom Penh. Therefore, the above-mentioned compounding circumstances might limit understanding and evaluation however, these are generally overwhelmed and controlled by the research design.