Learning styles

Hatami, Sarvenaz

doi:10.1093/elt/ccs083

Cited by 34 publications

(15 citation statements)

References 7 publications

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“…Advocates of learning styles assessment in instruction (e.g., Sternberg, Grigorenko, & Zhang, 2008) have suggested that by assessing and identifying students' learning styles and matching them to teaching methods, better learning outcomes can be achieved. Critics of learning styles assessment (e.g., Willingham, 2005), on the other hand, believed that learning styles have no educational implications, and that tailoring instruction to students' individual learning styles does not enhance learning (Hatami, 2013).…”

Section: Does Perceptual Learning Style Matching Affect L2 Incidentalmentioning

confidence: 99%

Does Perceptual Learning Style Matching Affect L2 Incidental Vocabulary Acquisition through Reading?

Hatami

2019

cjal

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Learning style matching is a neglected factor that may affect the complex process of second language (L2) incidental vocabulary acquisition through reading. The purpose of the current study is to investigate whether there is any difference in L2 incidental vocabulary acquisition and retention through reading when learners’ perceptual learning style is matched to their input mode, mismatched to their input mode, or mixed. The participants were 108 Iranian English as a foreign language (EFL) learners at pre-intermediate levels of English proficiency. Based on their perceptual learning style preferences (visual, auditory, kinaesthetic/tactile, mixed), they were divided into a reading group (consisting of three subgroups: Matched, Mismatched, Mixed) and a control group. The reading group read a graded reader containing 16 target words and then completed immediate and delayed (3 weeks later) vocabulary post-tests. The results revealed no significant differences between the three reading subgroups in terms of incidental vocabulary acquisition and retention. The findings suggest that perceptual learning style matching has no benefits for incidental word learning through reading.

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Section: Does Perceptual Learning Style Matching Affect L2 Incidentalmentioning

confidence: 99%

Does Perceptual Learning Style Matching Affect L2 Incidental Vocabulary Acquisition through Reading?

Hatami

2019

cjal

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“…Different learners are reported to have different learning styles (Hatami, 2013), which affect the learners' preferences and approaches to studies as well as the choice of learning strategies. Taking into account each student's personality and providing more learnercentered activities through choosing relevant forms, tools and strategies for effective language teaching, an autonomous teacher makes the process of foreign language learning interesting and creative.…”

Section: Literature Reviewmentioning

confidence: 99%

Investigating the association between university teachers’ professional autonomy and their innovation performance

Gavrilyuk¹,

Tareva²,

Lakhno³

2019

Pedagogika

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The purpose of this paper is to investigate both-theoretical and practical aspects in association between foreign language teachers' professional autonomy and their innovation performance under the current educational circumstances. The findings demonstrate that the development of innovative university teachers is possible in the framework of the autonomy-oriented approach that gets the teachers to be involved in intensive analysis and project activity, based on an analysis and a review of teachers' personal learning and professional experience in a wide range of educational context.

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“…Menurut Sternberg dalam ref. [6] bahwa gaya belajar bukanlah kemampuan yang ada di dalam diri individu melainkan suatau cara yang mampu untuk digunakan. Gaya belajar merupakan cara yang paling dominan dan selaras yang dimiliki oleh siswa sebagai modalitas belajar berdasarkan cara kerja otak untuk menyerap, memproses, dan memepertahankan informasi dan keterampilan yang ada.…”

Section: Kajian Pustakaunclassified

“…Setiap gaya belajar berhak untuk terlibat aktif dalam kegiatan belajar dan memiliki kesamptan yang sama karena berdasarkan artikel pada ref. [6] dan penelitian [10] menunjukan tidak ada pengaruh antara gaya belajar dengan hasil belajar, hal ini menunjukkan bawa salah satu gaya belajar tidak lebih unggul dari gaya belajar lain. Kunci keberhasilan pembelajaran ada pada guru dalam memilih strategi pembelajaran yang mampu melibatkan keaktifan semua siswa di kelas.…”

Section: Hasil Penelitian Dan Pembahasanunclassified

Analisis penerapan strategi pembelajaran ekspositori terhadap prestasi belajar fisika ditinjau dari gaya belajar siswa

Dewi¹,

Riswanto²

2019

JRKPF

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Penelitian ini bertujuan untuk menggambarkan dan mengungkapkan pembelajaran ekspositori terhadap prestasi belajar fisika siswa ditinjau dari gaya belajar. Jenis penelitian ini adalah deskriptif kualitatif dengan memaparkan, menuliskan, dan melaporkan keadaan suatu objek atau peristiwa apa adanya. Data dalam penelitian diperoleh melalui kuisioner, observasi, wawancara, dokumentasi, dan pustaka yang selanjutnya dilakukan triangulasi. Teknik analisis data yang digunakan adalah menurut Miles dan Hubermen, yaitu: reduksi data, penyajian, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa strategi pemebelajaran ekspositori yang diterapkan dalam pemebelajaran fisika yang terdiri dari siswa dengan gaya belajar heterogen, yaitu: visual sebanyak 28,33% siswa, auditorial sebanyak 35% siswa, dan kinestetik sebanyak 36,67 % dinyatakan tidak berhasil karena hanya 3,33% siswa yang tuntas belajar. This study aims to describe and explore the expository learning on physics learning achievement reviewed of students' learning styles. This type of research is descriptive qualitative by describing, writing, and reporting the state of an object or event as it is. The data in the study were obtained through questionnaires, observations, interviews, documentation, and literature review which were then triangulated. The data analysis technique have used Miles and Hubermen, namely: data reduction, presentation, and conclusion. The results showed that expository learning strategies applied in physics learning consisted of students with heterogeneous learning styles, namely: visual as much as 28.33% students, auditory as much as 35% students, and kinesthetic as much as 36.67% were declared unsuccessful because only 3.3% of students have completed learning. Kata kunci: strategi pembelajaran ekspositori, pretasi belajar, dan gaya belajar

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Learning styles

Cited by 34 publications

References 7 publications

Does Perceptual Learning Style Matching Affect L2 Incidental Vocabulary Acquisition through Reading?

Does Perceptual Learning Style Matching Affect L2 Incidental Vocabulary Acquisition through Reading?

Investigating the association between university teachers’ professional autonomy and their innovation performance

Analisis penerapan strategi pembelajaran ekspositori terhadap prestasi belajar fisika ditinjau dari gaya belajar siswa

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