Accommodating students' learning styles differences in English language classroom

Abstract

Learning style is the way in which learners characteristically prefer to learn. In spite of teachers' less accommodation of different learning styles, mismatches often occur between the students learning style differences and instructional methods employed by teachers. This results less learning and misbehaving. This paper defined several dimensions of learning thought to particularly relevant to foreign language classes. The research examined the teachers' classroom practice of accommodating learning style differences and suggests the important steps and modalities to address the educational needs of all students in English language classes. Questionnaire was used to obtain adequate information about teachers’ classroom practice of learning style differences. The data assembled and organized was analyzed and explained in detail. The result was interpreted in line with the objectives of the research questions. Findings of the study indicate that more than averages of EFL teachers of Chamo secondary school in Arba Minch, Ethiopia were not accommodating learning style differences in the classroom. Besides, the instructional aids and classroom exercises were mismatching with learning style differences. EFL teachers also were not accommodating and addressing the learning style differences.

1. Introduction

It is quite important and being logical to start from individual differences to understand the theory of learning styles. Individual differences are the unique characteristics or traits in respect of which individuals may show to differ from each other [1]. The history of learning style is closely connected to the history of individual differences or individualities. Particularly, the term learning style could have been subsequently developed from the term individual differences. Thus, it is possible to say that the theory of individual difference could be the base for the today's concept of learning style. By the 1885s, an identification of an individual difference took place and later the concept called as cognitive learning style differences [2].

[3] stated learning style as the way that is consistence in perceiving, conceptualizing, organizing, and recalling information. According to this point of view, learners obtain information in different ways that they prefer to learn. Therefore, it is possible to say that learning style is one of the areas of learners’ differences in which they differ from each other in the way of preference that may influence their overall orientation in learning situations.

[4] in his foreign language curriculum design, listed learning style differences as one area of learners’ individual differences that has to be taken in to account when designing a foreign language curriculum. In the same year, Neil Fleming, a university teacher from New Zealand developed the most widely used learning style model and categorized as visual, auditory, and kinesthetic modalities. Fleming later added a forth read and write model.

There are many models of different learning style in education. As it is the main focus of this study and the most widely used learning style model, Neil [5] VARK (visual, auditory, read/write, and kinesthetic) model is described below. [6] argues that learners with a visual learning style absorb information by seeing it in front of them and storing the images in their brains. Learners with this learning style model tend to struggle with verbal directions and easily distracted by noise. They often need to maintain eye contacts with person to concentrate on a conversation. Fleming recommends teachers to use visuals such as pictures, charts, diagrams, outlines, and flashcards when teaching lessons.

On the other hand, Fleming argues that verbal language is the prim for exchanging information for those within the auditory learning style. They often talk more than the average person, are very social, enjoy hearing stories and jokes, understand concepts by thinking about them, and learn best by speaking. To accommodate learners with auditory learning style, teachers are expected to design activities like concepts to be explained verbally and information to be presented in groups. Teachers should also use audio, songs, listening activities, class discussions, and lecture teaching method.

Learners with the kinesthetic learning style learn best by doing moving around and handling physical objects. They need to have continuous movement and may find hard to sit for long periods. Kinesthetic learners prefer trying new skills for themselves rather than being given directions or show a demonstration. They like to express their feelings physical and perform arts. Read/write learners specifically learn best through the written word. They absorb information by reading books and hand-outs, taking lots of notes, and making lists[5]. based on the above concepts, teachers can understand that students differ each others in the ways they prefer to learn. The concepts also clear that appropriate learning style modalities should be employed to accommodate the students’ differences.

Regarding to the teachers awareness and classroom practice of different learning styles modalities in the second and foreign language classroom, many recommendations and suggestions were given. In this regard, [7]; recommends foreign language instructors to motivate learning, balance instructional approaches, methods, classroom activities, plans, and make liberal of Varity of teaching aids in their instructional techniques and planning [8]. also suggested that teaching methods and materials should be appropriate to learners’ preference. Beyond this, they recommend teachers to have a clear awareness about the students learning preference and encourage them to become aware of their learning styles.

Similarly [9], suggested that teachers must assess the learning styles of their students and adapt his/her teaching methods to fit each student's learning preference. Moreover, the most important thing for language teachers is to have an appropriate awareness about learning style differences and incorporate all the learning styles in to each of their teaching lesson. What seems to be assumed from the above scholars' points of view is that, the importance of using instructional planning and varieties of teaching aids and methodologies is to accommodate students learning style preference.

In the best of all the possible words, having a clear awareness and classroom practice of learners differences in learning styles and proper management can also help for better academic achievement. It is also widely believed that mismatching the learning styles could be reason for students discipline problems, less learning, lack of interest, and dropouts[10]. The important question that should be raised here is that, how EFL teachers are practicing with the respect of their students learning style differences and to what extent they accommodate such differences. Hence, this study is conducted to examine teachers’ awareness and classroom practice of learning style differences in Arba Minch city secondary and preparatory schools.

Mismatches often occur between the learning styles of students in language classes and teaching style of teachers, with unfortunate effects on the quality of the students learning and on their perception towards the class and the subject [7]. In addition, Kolb, (1984) also stated that some teachers discount the importance of the learning styles and continue to teach in their one major method without varying the instructional methods and approaches. Due to such learning style mismatching, students tended to be bored and inattentive in the class, do poorly on tests, misbehave, get discourage to learn, and give up[7].

Studies (for example [2,10], have indicated that the teachers' misperception about the learning styles differences manifested in most of the EFL classes. For instance Ref. [10], investigated that the English language teachers' misperception about their learners differences in the ways they prefer to learn negatively influenced the learners’ motivation, attentiveness, achievement and interest.

The study by Ref. [2] also investigated that of the teachers' awareness about learning style differences do not fit with learner's preference to learn. It also seriously manifested on their instructional plans, selection of Varity of contents, teaching aids use, activities designing, and teaching methodologies.

In addition, as the researcher observed when working as English teacher and department head in many high schools and colleges, teachers focused only on language skills and methodologies to solve students' low achievement, lack of motivation and interest, low participation, negative attitude towards for both the teacher and the subject and other language-learning problems in the EFL classes. On the other hand, regarding learning style differences, studies (for example [2,10], given much attention on teachers' awareness of learning style differences. Hence, the researcher's interest rose to examine teachers' classroom practice of students' learning style differences. The study set the following research questions.

• 1.Do English language teachers have a clear awareness about the learning style differences of their students in EFL classes?
• 2.How do they accommodate and practice learning style differences in EFL classroom?
• 3.Are teaching aids, teaching methods, and activity designing appropriate to learning style differences of learners in the EFL classes?

Theoretically, learners are different in motivation, ability, age, personality, learning strategies, learning style [1]. Because of such broader range of differences, it will be unmanageable trying to cover all the areas of learners' differences in this study. Hence, this study was concerned with examining English teachers awareness and classroom practice learning style differences based on Neil Fleming's learning styles models. The study was delimited learning style differences from teachers' perspective only.

2. Review of related literature

2.1. The essence of learning styles

Learning style is the way learners prefer to obtain new information. It is also one of the areas in which learners defer from each other in the way they learn. This may influence their overall orientation to the learning task and the kind of input they find it to work with. Many scholars (for example, Kolb, 1984 [3]: [5]: [7]: mention nearly similar interpretations of learning styles and their implementation in the classroom.

More deeply [7], explains learning styles as the ways in which an individual characteristically obtain and recognize information. Rewardingly, Felder defines several dimensions of learning style thought to be particularly relevant to foreign and second language education, point's ways in which certain learning styles were favored by the teaching styles of most language teachers, and suggests steps to address the educational needs of all students in foreign language classes. Felder summaries that students learn in many ways – through seeing and hearing which is sometimes called modality mode, reflecting and acting that is sometimes named as model of behavior exposing with time, reasoning logically [3]. also describes learning style as the more or less consistence way in which learners perceive, conceptualized organize, and recall information.

Besides [2], defines learning style as cognitive, affective, and psychological behaviors that indicated how learners interact with and respond to the learning environment and how they perceive, process, store, and recall what they are attempting to learn. In the same line, she states that the concept of learning style is broader than the recognition that tools of education have been changed or that the recent student population is more diverse than ever. Based on the above scholars point, it is possible to sum up that learning style refers to the overall concept that individuals differ in regard to what made of instruction or study they prefer to be most effective.

2.2. Neil Fleming's Vak/Vark model

This model is one of the most common and widely used models. It follows types of learning styles as visual learners, auditory learners, reading – writing preference, and kinesthetic or tactile learners [6]. claimed that visual learners have a preference for seeing (thinking in pictures; visual aids that present ideas using methods other than words, such as graphs, charts, diagrams, symbols, etc.). Auditory learners’ best learn through listening (lectures, discussions, tapes, etc.). Kinesthetic/tactile learners prefer to learners prefer to learner through moving, touching, and doing (active exploration, experiments, etc.). It use in instruction allows teachers to prepare classes that address each of the area. Students can also the model to identify their preferred learning style and maximize their educational experience by focusing on what benefits them the most.

Naturally, there are many models of different learning style in education. As it is the main focus of this study and the most widely used learning style model, Neil [6] VARK (visual, auditory, read/write, and kinesthetic) model is described as follow.

[6] argues that learners with a visual learning style absorb information by seeing it in front of them and storing the images in their brains. According to him, learners often enjoy reading, have good hand writing, are very detail oriented, are organized, and have a good awareness of colors and shapes. Learners with this learning style model tend to struggle with verbal directions and easily distracted by noise. They often need to maintain eye contacts with person to concentrate on a conversation. Fleming recommends teachers to use visuals such as pictures, charts, diagrams, outlines, and flashcards when teaching lessons. Regarding language classes, he recommends showing the visual patterns in the language to teach spelling, vocabulary, grammar, and tasks physically, using colors to organize information, and making eye contacts are under important points that teachers consider when teaching. From the above points, EFL teachers may understand how to accommodate the visual modalities with the respect of visual learners’ preference.

According to Ref. [5] verbal language is the prim for exchanging information for those within the auditory learning style. They often talk more than the average person, are very social, enjoy hearing stories and jokes, understand concepts by thinking about them, and learn best by speaking and performing arts. To accommodate learners with auditory learning style, teachers are expected to design activities like concepts to be explained verbally, information to be presented in groups. Teachers should also use audio, songs, listening activities, class discussions, and lecture teaching method.

Learners with the kinesthetic learning style learn best by doing moving around and handling physical objects. They need to have continuous movement and may find hard to sit for long periods of time. Kinesthetic learners prefer trying new skills for themselves rather than being given directions or show a demonstration. They like to express their feelings physical and perform arts [5].

According to Fleming's model, teachers are recommended to give breaks frequently, to let students try something first before they give detailed instructions, and allow them to moving around while they study. Teachers also should provide student with plenty of hands-on learning tools like models, puzzles, and blocks. Using the outdoors for leaning opportunities, teaching educational concepts through games and projects, and giving tasks in which students demonstrate concepts or skills are points which teachers have to consider while teaching the lesson and preparing activities. The read/write learning style was added to Fleming's model after the initial three. Read/write learners specifically learn best through the written word. They absorb information by reading books and handouts, taking lots of notes, and making lists [5].

With the respects of the above literature, EFL teachers should consider that learners in the EFL classes differ each other's in the ways that they prefer to learn. Thus, they have to accommodate those differences with every important learning style modalities. Besides, teachers should make use of varies instructional aides, methods of teaching, and activities so as to address the learners needs in the classes.

3. Research methodology

3.1. Design of the study

The descriptive survey design was employed to assess the teachers' classroom practice about the learning style differences at Arba Minch town of secondary and preparatory schools. This design selected for this study as it is a convenient design to assess teachers’ classroom practice and enables to access the opinions from the participants. All grade 9–12 English teachers of four governmental and two private secondary and preparatory schools at Arba Minch town administration, Ethiopia were included in the study of regardless their age, gender, and experience. Due to the manageability of their number, all EFL teachers were taken to fill the questionnaire so as to obtain adequate information.

3.2. Data collection tool

To examining teachers' classroom practice of learning style differences, relevant data were collected using questionnaire. Teachers filled the questionnaire through which the data collected about their practice of students' learning style preference and the way they process information. The items developed based on Neil Fleming's teaching style inventory form, as this study focused on his model. The data collecting procedures proceeded by letting teachers to fill a learning style questionnaire contained 24 items that allocated visual, auditory, kinesthetic, and read-write preference. The teachers' response to each question was headed by ‘Often’, ‘Sometimes’, ‘Rarely’, and ‘Never’ (Often = 4, Sometimes = 3, Rarely = 2, and Never = 1). However, the items randomly presented throughout the questionnaire, the teachers' response categorized based on learning style modalities, which each item was addressing for the sake of logical presentation and clear understanding. Each category presented on a separated table.

3.3. Method of data analysis

The respondents' frequency and percentile were interpreted in line with the research objectives. The organized data was analyzed and interpreted in accordance with the despondences ’concern of accommodating the learners’ differences.

3.4. Ethical considerations

Before starting the data collection, the researcher obtained a letter of official ethical clearance from Arba Minch University with ethical approval number DELL/966/2015. Then, the researcher explained to the participants the aims of the study and how their responses would be kept confidential and anonymous. In addition, the researcher obtained permission from the participants to collect the necessary information for his study. Regarding the privacy of the information, the researcher assured them that the information they provided would be kept confidential, and that their personal information would not be publicized without their determination. By and large, undertaking the above ethical issues as part of the research integrity contributed to the credibility of this research finding.

4. Results and discussion

4.1. Results

Table 1 shows 33 (59%) of participants responded that they rarely use visual aids like pictures, charts, diagrams, outlines, and tables while 14 (25%) of participants argued that they sometimes use. During teaching grammar and vocabulary, 25 (45%) of respondents responded that they rarely used while 18 (32%) of them use sometimes. The rest 13 (23%) of respondents argued that the often use language patterns (see Table 2).

Table 1.

Teachers’ response for the visual learning style modalities.

No	In my teaching activities,	No of respondents
		Often		Sometimes		Rarely		Never
1	I use visual aids like picture, charts, diagrams, outlines, flashcards, and tables	9	16%	14	25%	33	59%	–	–
2	I use language patterns to teach grammar and vocabulary	13	23%	18	32%	25	45%	–	–
3	I perform physical actions to help learners who get more clarity through them.	2	4%	7	12%	10	18%	37	66%
4	I design visual-based (posters, physical models, or objects) exercises.	5	9%	19	34%	31	55%	1	2%
5	I organize my lessons stimulate the visual (seeing) learners.	15	27%	19	34%	22	39%	–	–

Table 2.

Teachers’ response of auditory learning style modalities.

No	In my teaching activities:	No of respondents
		Often		Sometimes		Rarely		Never
1	I consider learners who remember more about the subject through the lecture method with information, explanations, and discussion	22	40%	28	50%	6	10%	–	–
2	I provide learners with explanations of diagrams, graphs, or visual directions.	11	20%	14	25%	31	55%	–	–
3	I use audio records to Present my lesson.	–	–	–	–	12	21%	44	79%
4	I consider learners who prefer to listen more to lecture than reading from the written materials.	4	7%	18	32%	27	48%	7	12.5%
5	I design activities like concepts to be explained verbally.	14	24%	21	38%	21	38%	–	–
6	I design exercises to be done in groups and pairs.	26	46%	13	24%	17	30%	–	–

Besides, 37(66%) of respondents never perform physical (dramatic) actions and 31(55%) of them rarely design visual/visual-based/exercises and activities. However, only 15 (27%) of respondents stated that they often organized lessons that may stimulate visual learners while the rest majority 41(73%) visual learners rarely organizing these lessons. This shows that EFL teachers were not accommodating visual learning style modalities properly.

The above table indicates 22 (40%) of EFL teachers responded that they often consider learners who learn more about the subject through explanation, and discussion while 28 (50%) of them consider those auditory modalities sometimes. However, 31(51%) to them responded that they rarely provide learners with explanation of diagrams, graphs or visual directions. Still 44 (79%) of them responded that they never use audio records that may responded that they easily address the auditory learners in the EFL classes.

Regarding considering learners who most prefer to listen the lecture rather than reading from written materials, only 18 (32%) of the respondents consider it sometimes and 27(48%) of them consider these auditing modalities rarely. On the other hand, 21(38%) of the teachers similarly responded that they design activities that involve like concepts to be explained verbally.

With the respect of designing pair and group exercise, 26 (46%) of the respondents often exercise it while only 13 (24%) design these exercises sometimes and the rest 17(30%) of them rarely considering the pair and group exercises. In this regard, it could be said more than average EFL teachers were not accommodating the auditory learning style modalities.

Table 3 shows that 37(65%) of EFL teachers rarely design kinesthetic (physical exercises and actual activates) while 14 (25%) of them design some times. In addition to this, 29 (52%) of them rarely let the learners to work with their hands or make things while the rest 27(47%) of them never let them. Besides, majority EFL teachers never let learners to learn by moving in the class. However, 21(38%) of the respondents rarely consider learners who enjoy performing tasks that involve directly manipulating objects while the majority 29(52%) never considering those modalities. Table (3) also indicates that the kinesthetic learning style modalities were not addressed and accommodated by the EFL teachers. With the other possible words, it could be so logical to say that kinesthetic learners and learning style modalities were mismatched. Based on the insignificant number of respondents regarding the kinesthetic learning style modalities, it is simple to understand that EFL teachers were not accommodating the students’ learning style differences as well as accommodating these modalities in the class.

Table 3.

Teachers’ response about kinesthetic learning style modalities.

No	In my teaching activities,	No of respondents
		Often		Sometimes		Rarely		Never
1	I design physical exercise and actual activities to be performed in the class room.	2	4%	14	25%	37	65%	3	5%
2	I let learners to work with their hands or make things	–	–	–	–	29	52%	27	47%
3	I let learns to learn by moving around in the class.	–	–	–	–	2	4%	54	96%
4	I let learners first to see something done and then do it themselves.	–	–	8	14%	14	25%	34	61%
5	I consider learners who enjoy performing tasks that involve directly manipulating objects or materials.	–	–	6	10%	21	38%	29	53%

Based on Table 4, 40 (72%) of respondents responded that they give enough notes and writing exercises. Besides, 17(30%) of them responded that they design more reading (text-based) activities. In contrast, 41(74%) of them responded that they never consider learners who remember the subject best by writing several times and 37(66%) of them never consider learners who absorb information mainly by leading. According to the data, it could be said that the read/write modalities were not equally addressed and the teachers were not practicing the read/write modalities.

Table 4.

Teachers’ response about read/write learning style modalities.

No	In my teaching activities,	No of respondents
		Often		Sometimes		Rarely		Never
1	I consider learners who remember the subject best by writing several times.	–	–	6	10%	9	16%	41	74%
2	I consider learners who absorb information by mainly reading books (written materials)	–	–	4	7%	15	27%	37	66%
3	I give enough notes and writing exercises.	40	72%	11	19%	5	9%	–	–
5	I design more reading (text-based) activities.	17	30%	24	43%	15	27%	–	–

5. Discussions

The result of this study shows that EFL teachers at the study area rarely use visual aids like pictures, charts, diagrams, and outlines during their teaching activities. Besides, the numbers of respondents who use language patterns perform physical (dramatic) actions, and design visual-based exercises were insignificant. This shows that EFL teachers were not considering visual learners' preferences in practice. However [5], recommended that teachers should accommodate the visual learners preferences with important modalities in the classroom. In line with auditory modalities, the result shows that teachers were considering learners those remember the lesson better through listening. In contrast, they ignored using audio records and providing learners with explanations of diagrams and visual directions. The teachers contradicting practices indicates that the way they practice auditory modalities was not matching with learners preferences. According to Felder, (2002) this way of practicing stated as a mismatch between learning and teaching styles that may result learners lack of interest. On the other hand, kinesthetic modalities totally ignored and teachers were not practicing with the respect of kinesthetic learners. In line with this [6], stated that teachers should allow their learners to learn by moving in the classroom and doing things by their own hands. Similarly, the number of teachers who were properly practicing in accordance with read/write learning style preferences was insignificant. This indicates that teaches were not practicing the modalities in the classes. Overall, EFL teachers were not fully accommodating the learning style modalities to address the students’ learning style preferences in classroom.

6. Conclusion and recommendations

6.1. Conclusions

The study concluded that there was a mismatching between students' learning style differences and EFL teachers' practice of accommodating students' learning style differences. Except few auditory and read/write learning style modalities, the rest modalities were not considered. Besides, EFL teachers were not accommodating learning style modalities and addressing the students' learning preferences. Moreover, most of the teachers were not using appropriate instructional aids that may fit with the students' learning preference as well as the lessons they were presenting. To sum up, the mismatch between teaching styles and students’ learning style preferences resulted in low achievement, inattentiveness, or negative attitude towards the subject and the teacher.

6.2. Recommendations

Based on the above conclusion, the following recommendations were given.

• -Secondary school EFL teachers should consider the students' learning style differences and practice them in the class room.
• -English language departments should assure that teachers' instructional plans, teaching methods, and selection of teaching aids address students' learning style differences in general and learning style modalities in particular.
• -Schools should give change-making trainings and awareness so as to minimize mismatching between EFL teachers' way of teaching and students' learning style preferences. Education offices should support the schools' awareness-creating activities and provide every important man power and materials.

Author contribution statement

Endelibu Goa Yotta, Ph.D.: Conceived and designed the experiments; Performed the experiments; Analyzed and interpreted the data; Contributed reagents, materials, analysis tools or data; Wrote the paper.

Data availability statement

Data included in article/supp. material/referenced in article.

Additional information

No additional information is available for this paper.

Declaration of competing interest

I the author of this manuscript declare that there is no a known competing financial interest or personal relationships that could have appeared to influence the work reported in this paper.