Estilos De Aprendizaje De Los Estudiantes De Segunda Lengua De La Universidad Del Norte De Barranquilla

Abstract

De acuerdo con el autor Cazau (2001) el concepto “estilo de aprendizaje” se refiere al hecho de que cuando uno quiere aprender algo siempre utiliza su propio método o conjunto de estrategias. De modo que los estilos de aprendizaje resultan especialmente importantes porque nos ofrecen grandes posibilidades de actuación para conseguir un aprendizaje-enseñanza más efectivo. En el presente trabajo se propuso investigar en torno a los estilos de aprendizaje de los alumnos que estudian inglés en una universidad privada, indagó la existencia de relación entre los estilos de aprendizaje y características socio-académicas de estos estudiantes, tales como el género y el rendimiento académico, con el objetivo de darle a conocer a la comunidad académica las características de los alumnos, las cuales ayudarán a los profesores en su planificación de enseñanza y ayudarán a los estudiantes a conseguir eficacia en el aprendizaje.

Foreign Language Learners' Experiences Regarding their Learning Style in Higher Education

“…It also concluded that the sample's academic performance, in general, is insufficient and low regardless of their learning style. The results of this study are different from those found in Barja (2015), Dai (2015), Feng, Díaz-Granados (2013), Manzano (2007), and Luengo & González (2005), where they quantitatively found a relationship between learning styles and academic performance. Moreover, it is concluded that an activity or way of instruction can be favorable for some students, but can be unfavorable for others.…”

“…Based on the results, there is no significant relationship between learning styles and academic performance. The results partially coincide with the findings obtained in Feng and Díaz-Granados (2013), who found that among the activists, reflectors, and pragmatists, there is no correlation with academic performance. There is no correlation between academic performance and the theorists' style in this sample; nevertheless, a positive correlation was found between the reflector style and academic performance in other studies (Barja, 2015;Luengo & González, 2005;Manzano, 2007).…”

“…Researchers in Spain and Latin America commonly use the Honey and Mumford learning style proposal in higher education (Alonso, as cited in Cué, Rincón & García, 2008). Those studies found a positive correlation between the reflectors and academic achievement (Barja, 2015;Luengo & González, 2005;Manzano, 2007;Feng & Díaz-Granados, 2013) and a negative correlation between the active style and academic performance (Dai, 2015;Manzano, 2007). In other words, researchers found that when the predominance of reflector style is high, the development of the FL is faster and outstanding.…”

“…LS, EFL and teaching styles (Alnujaidi, 2019). LS, EFL and academic achievement (Biabani, & Izadpanah, 2019;Effendi, Saleh, & Yufrizal, 2019;Feng & Díaz-Granados, 2013;Marzulina, Pitaloka, & Yolanda, 2019;Pei-Shi, 2012;Recke, Ortiz, & Rodríguez, 2016, Taheri, Bagheri, Bavali, & Khajavi, 2019. Their findings showed that reflector, theorist, and divergent styles correlate positively with academic performance.…”