Dil öğrenenlerinin öğrenme stillerini belirleme: Öğrenci merkezli yaklaşıma doğru ilerlemede yararlı bir adım

Öğrencilerin öğrenme stillerini bilmek, etkili öğretim tasarımı için iyi bir başlangıç sağlar. Bu araştırmanın amacı lisans öğrencilerinin tercih ettiği öğrenme stillerini ve öğrenme stili tercihleri, cinsiyet ve eğitim branşları arasındaki ilişkiyi belirlemektir. Tayland, Chiang Rai Rajabhat Üniversitesi Dil Programına kayıt yapan ilk yıl lisans öğrencileri arasında kesitsel tanımlayıcı bir çalışma yapılmıştır. Basılı formdaki VARK anketi, 472 birinci sınıf lisans öğrencisine Chiang Rai Rajabhat Üniversitesi Dil Programında dağıtılmıştır. Öğrencilerin öğrenme stilleri tanımlayıcı istatistikler kullanılarak belirlenmiş ve öğrencilerin tercih ettiği öğrenme stili, cinsiyet ve akademik branşlar arasındaki ilişkiyi incelemek için ki-kare analizleri yapılmıştır. Öğrencilerden alınan toplam 372 anket% 78.81 yanıtlama oranı vermiştir. Bulgular çoğu dil öğrencisinin (% 64) multimodal öğrenme stili tercihlerine sahip olduğunu ortaya koymuştur. Öğrencilerin sadece% 36'sı tek modlu bir öğrenme stilini tercih etmiş ve kinestetik en çok tercih edilen öğrenme stilini oluşturmuştur. Eğitim dalları ile öğrenme stilleri arasında istatistiksel olarak anlamlı bir ilişki gözlenmiştir (p = 0.02). Bununla birlikte, cinsiyet ve öğrencinin öğrenme stili tercihleri arasında bir ilişki bulunmamıştır (p = 0.45). Bu çalışmanın bulguları, öğrenmeyi öğrenciler için daha ilgi çekici ve anlamlı kılan, farklı öğrenme stillerine sahip öğrencileri barındırmak için sınıfta çeşitli öğretim stratejilerinin kullanılması gerektiğini göstermektedir.

Identifying learning styles of language learners: A useful step in moving towards the learner-centred approach

Knowing students’ learning styles provides a good start for the design of effective instruction. The purpose of thisresearch is to determine the preferred learning styles of undergraduate students and to determine the relationshipbetween learning style preferences, gender, and educational majors. A cross-sectional descriptive study wasconducted among the first-year undergraduate students enrolling in the Languages Program at Chiang Rai RajabhatUniversity, Thailand. The VARK questionnaire in a printed form was distributed to 472 first-year undergraduatestudents in Languages Program at Chiang Rai Rajabhat University. The frequency of students’ learning styles wasidentified using descriptive statistics, and chi-square analyses were carried out to examine the relationship betweenstudents’ preferred learning styles, gender and academic majors. A total of 372 completed questionnaires receivedfrom the students, giving a response rate of 78.8%. The findings revealed that most language learners (64.0%) hadmultimodal learning style preferences. Only 36.0% of the students preferred a uni-modal learning style, andkinesthetic was the most preferred learning style. A statistically significant correlation between educational majorsand learning styles was observed (p = 0.02). However, no association was found between gender and student’slearning style preferences (p=0.45). The findings of this study suggest that various teaching strategies need to beused in the classroom to accommodate learners with diverse learning styles, making learning more engaging andmeaningful to students.© 2020 JLLS and the Authors - Published by JLLS.

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