Hangsapholyna Sar 1

I. Background and Significances of the Study

People take in and process information in different ways. Some may prefer to receive new material in one specific way, while others may be equally comfortable regardless of the modality in which information is delivered. For students who show a clear preference, knowing their learning style is crucial. An awareness of a student’s learning style can help a teacher increase the child understands in the classroom, and can help students make the most out of their educational experience by using study strategies geared towards their particular strengths.

Learning styles is a broad term that includes the cognitive, affective, and physiological dimensions of learning. Our cognitive style is how students’ perceptive and process information. Our affective style is how students feel about and value our learning experiences. Our physiological style involves the environment for effective learning; the time of day they learn best, the lighting they require, and the position of the bodies. While all components of learning styles are interesting and important to understand (While Keefe's, 1979).This research will have as its primary focus cognitive, affective, and physiological learning style. Teacher generally teaches according to their own style of learning. There is some evidence that the larger the divergence between the students’ learning and the teacher’s teaching styles. The lower the student’s gain in achievement and the less position the

student’s attitude toward the subject, the lesser he will learn. However, student who are good learners have learned to adapt to a variety of teaching and learning styles.

Cambodian students and teachers (local and foreign) are happier when their styles match; there is better communication and understanding. This might indicate that teaching style should adapt to learner style. Therefore, the best learning environments do necessarily conform to the learner’s expectations. Accommodation to contradictory experiences is important in development. If students are to become more capable, then part of the purpose of education is that they should broaden the range of their learning styles. Where possible, helping learners to understand their own learning processes will help them to learn better and to become more independent learners. This includes encouraging learners to expand their learning styles. It is best to provide a variety of learning environments so that a diversity of types of learners can thrive, and all can attempt different styles.

Cambodian Mekong University is always looking for ways to make their educational initiatives more effective. CMU administrators and instructors at all levels are constantly under pressure to provide more effective and efficient services. Cambodian Mekong University, teaching serves as an important vehicle for achieving institutional goals of increased effectiveness, efficiency, and the enhancement of student

The purpose of this study was to determine learning styles of students at Cambodian Mekong University in order to develop teaching and learning strategies about effective learning styles. Another purpose of this study was to find out if there is a significant difference on learning preferences between students from different Major Business English and Teaching English as a Foreign Language. The Memletics learning styles and Grasha-Riechmann learning style survey was used to assess the learning style preferences of the students. The study was conducted during the semester two of 2008-2009 academic year. Population of this study was students at Cambodian Mekong University. Sample of this study was randomly selected 182 students consisted of 89 students from Business English, and 93 students from Teaching English as a Foreign Language will be chosen as the sample size in order to represent the whole population. Students prefer all six of the styles to some degree; no student prefers or adopts any one of the style six clusively. Instead they have learning style profiles that show varying strengths of preferences for each of the six styles. Students have different learning style, so the process of learning cannot just conduct with dependent learning style but it must attract by other thing such as collaborative, competitive, avoidant, participant, and independent learning style.

Grasha Riechmann

Memletics

Collaborative

Competitive

Avoidant

Participant

Independent

Learing Style

Application of Memletics and Grasha Riechmann Learing Style

1Email: lyna_it_eng73@yahoo.com Tel: (+855) 16 506 873

ABSTRACT ARTICLE INFO

learning. As a result, today's highly successful university is distinguished by the ability to have their faculties continue to improve their efforts to advance student learning. For many of today's and tomorrow's students, success in a changing world will require an ability to explore new opportunities and learn from past successes and failures. These ideas are neither new nor controversial. Yet it is surprising that understanding how people learn, which is so widely regarded as important, receives little ongoing and explicit attention by educators and their institutions. Too often there is a kind of fatalism about learning; one either learns or one does not. The inability to consciously control and manage the learning process in university and various classes in particular, lies in a lack of understanding about the learning process itself and can serve as a substantial impediment to student learning and faculty arts, humanities and foreign languages.

II. REVIEW OF RELATED LITERATURE AND STUDIES 2-1 Learning Styles

Learning styles are the overall patterns that give general direction to learning behavior. (Cohen and Dornyei, 2002, p.176-177) underscore the well-known fact that different learners approach learning in a significantly different manner, and that the concept of learning styles has been used to refer to these differences. Learning styles seem to be relatively stable, and, thus, teachers may not have such a direct influence on this learner variable as with motivation. Furthermore, many learners do not favor one learning style to the exclusion of all others. Nonetheless, the identification of learning style dimensions, generally in the form of dichotomies, is useful to describe learners’ style preferences. Propose the following list of style preferences which are considered particularly relevant and useful to understanding the process of language learning: Being visual, auditory or hands-on. Being more extroverted versus introverted. Being more abstract and intuitive versus more

concrete and thinking in step by-step sequence. Preferring to keep all options open versus being

closure-oriented. Being more global versus more particular. Being more synthesizing versus being more

analytic. The researcher propose a reliable self-assessment instrument and provide detailed explanations to illustrate what these style dimensions involve in

actual learning. This hands-on activity can be used to encourage learners to stretch their learning styles.

2-2 Learner Strategies

Learner strategies are any specific actions or behavior a student engages in, most often consciously, to improve his or her own learning. Whereas styles are general patterns, strategies are related to the task at hand (Cohen &Dornyei, 2002, p.178). The good language learner is at the origin of the strategy concept: When learning and using a second language, learners may employ a number of strategies which are usually aimed at improving their performance. As it is important for learners to be in command of a rich and personalized repertoire of language learning strategies and for their teachers to guide the students in their development, it is useful to go beyond the well-known categorization of strategies as cognitive, meta-cognitive, affective and social (Chamot, 1987 & Oxford, 1990). Another helpful distinction is between language learning and communication strategies, the latter “referring to strategies for using the language that has been learned, however incompletely” (Cohen &Dornyei, 2002, p.178). In addition, strategies can be classified according to the skill area to which they relate. The researcher give a brief sampling of these strategies from which researcher quote the part referring to vocabulary, as these strategies cross-cut the four basic skills, for example, the receptive skills of listening and reading and the productive skills of speaking and writing. Learning strategies are defined by O’Malley &Chamot (1990, p.1) as special thoughts or behaviors that individuals use to comprehend, learn, or retain new information. (Oxford, 1994, p.1) defines them as actions, behaviors, steps, or techniques students use, often unconsciously, to improve their progress in apprehending, internalizing, and using the second learning. There are a number of different names and classification systems for learning strategies (Hsiao & Oxford, 2002). There are few rights and wrongs in learning strategies taxonomies, but specific ways of organizing the strategies can be useful for different learning and teaching situations Learning styles have more influence than you may realize. Your preferred styles guide the way you learn. They also change the way you internally represent experiences, the way you recall information, and even the words you choose. The researcher explores more of these features. Learning style uses different parts of the brain. By

involving more of the brain during learning, the learner remembers more of what they learn and use brain-imaging technologies have been able to find out the key areas of the brain responsible for each learning style. Visual: The occipital lobes at the back of the brain manage the visual sense. Both the occipital and parietal lobes manage spatial orientation. Aural: The temporal lobes handle aural content. The right temporal lobe is especially important for music. Verbal: The temporal and frontal lobes, especially two specialized areas called Broca’s and Wernicke’s areas (in the left hemisphere of these two lobes). Physical: The cerebellum and the motor cortex (at the back of the frontal lobe) handle much of our physical movement. Logical: The parietal lobes, especially the left side, drive our logical thinking. Social: The frontal and temporal lobes handle much of our social activities. The limbic system (not shown apart from the hippocampus) also influences both the social and solitary styles. The limbic system has a lot to do with emotions, moods and aggression. Solitary: The frontal and parietal lobes, and the limbic system, are also active with this style.

Figure 1: Memletics learning styles

2.3 David Kolb Model Learning Styles

Kolb's learning theory sets out four distinct learning styles (or preferences), which are based on a four-stage learning cycle. (Which might also be interpreted as a training cycle). In this respect Kolb's model is particularly elegant, since it offers both a way to understand individual people's different learning styles, and also an explanation of a cycle of experiential learning that applies to students. Kolb includes this cycle of learning as a

central principle his experiential learning theory, typically expressed as four-stage cycle of learning, in which immediate or concrete experiences provide a basis for observations and reflections. These observations and reflections are assimilated and distilled into abstract concepts producing new implications for action which can be actively tested in turn creating new experiences. Kolb says that ideally (and by inference not always) this process represents a learning cycle or spiral where the learner touches all the bases. For instance; a cycle of experiencing, reflecting, thinking, and acting. Immediate or concrete experiences lead to observations and reflections. These reflections are then assimilated (absorbed and translated) into abstract concepts with implications for action, which the person can actively test and experiment with, which in turn enable the creation of new experiences. Kolb's model therefore works on two levels - a four-stage cycle:

1. Concrete Experience - (CE) 2. Reflective Observation - (RO) 3. Abstract Conceptualization - (AC) 4. Active Experimentation - (AE)

and a four-type definition of learning styles, (each representing the combination of two preferred styles, rather like a two-by-two matrix of the four-stage cycle styles, as illustrated below), for which Kolb used the terms:

1. Diverging (CE/RO) 2. Assimilating (AC/RO) 3. Converging (AC/AE) 4. Accommodating (CE/AE)

Figure 2: David Kolb Model Learning Styles It's often easier to see the construction of

Kolb's learning styles in terms of a two-by-two matrix. The diagram also highlights Kolb's terminology for the four learning styles; diverging, assimilating, and converging, accommodating:

Thus, for example, a person with a dominant learning style of doing rather than watching the task, and feeling rather than thinking about the experience, will have a learning style which combines and represents those processes, namely an Accommodating learning style, in Kolb's terminology.

Table1: Kolb's Learning Styles - Matrix View

Doing (Active

Experimentation)

Watching

(Reflective

Observation)

Feeling (Concrete

Experience)

Accommodating

(CE/AE)

Diverging

(CE/RO)

Thinking (Abstract

Conceptualization)

Converging

(AC/AE)

Assimilating

(AC/RO)

Diverging (feeling and watching - CE/RO) -

These people are able to look at things from different perspectives. They are sensitive. They prefer to watch rather than do, tending to gather information and use imagination to solve problems. They are best at viewing concrete situations several different viewpoints. Kolb called this style Diverging because these people perform better in situations that require ideas-generation, for example, brainstorming. People with a Diverging learning style have broad cultural interests and like to gather information. They are interested in people, tend to be imaginative and emotional, and tend to be strong in the arts. People with the Diverging style prefer to work in groups, to listen with an open mind and to receive personal feedback.

Assimilating (watching and thinking - AC/RO) - The Assimilating learning preference is for a concise, logical approach. Ideas and concepts are more important than people. These people require good clear explanation rather than practical opportunity. They excel at understanding wide-ranging information and organizing it a clear logical format. People with an Assimilating learning style are less focused on people and more interested in ideas and abstract concepts. People with this style are more attracted to logically sound theories than approaches based on practical value. These learning style people are important for effectiveness in information and science careers. In formal learning situations, people with this style

prefer readings, lectures, exploring analytical models, and having time to think things through.

Converging (doing and thinking - AC/AE) - People with a Converging learning style can solve problems and will use their learning to find solutions to practical issues. They prefer technical tasks, and are less concerned with people and interpersonal aspects. People with a Converging learning style are best at finding practical uses for ideas and theories. They can solve problems and make decisions by finding solutions to questions and problems. People with a Converging learning style are more attracted to technical tasks and problems than social or interpersonal issues. A Converging learning style enables specialist and technology abilities. People with a Converging style like to experiment with new ideas, to simulate, and to work with practical applications.

Accommodating (doing and feeling - CE/AE) - The Accommodating learning style is 'hands-on', and relies on intuition rather than logic. These people use other people's analysis, and prefer to take a practical, experiential approach. They are attracted to new challenges and experiences, and to carrying out plans. They commonly act on 'gut' instinct rather than logical analysis. People with an Accommodating learning style will tend to rely on others for information than carry out their own analysis. This learning style is prevalent and useful in roles requiring action and initiative. People with an Accommodating learning style prefer to work in teams to complete tasks. They set targets and actively work in the field trying different ways to achieve an objective.

2-4 Honey and Mumford's Variation on the Kolb System

Various resources (including this one in the past) refer to the terms activist, reflector, theorist, and pragmatist (respectively representing the four key stages or learning steps) in seeking to explain Kolb's model. In fact, activist, reflector, theorist, and pragmatist are from a learning styles model developed by Honey and Mumford, which although based on Kolb's work, is different. Arguably therefore the terms activist, reflector, theorist, and pragmatist effectively belong to the Honey and Mumford theory.

Peter Honey and Alan Mumford developed their learning styles system as a variation on the Kolb model while working on a project for the Chloride Corporation in the 1970's. Honey and Mumford say of their system:

"Our description of the stages in the learning cycle originated from the work of David Kolb. Kolb uses different words to describe the stages of the learning cycle and four learning styles..."And, "...The similarities between his model and ours are greater than the differences…" (Honey & Mumford,1995)

In summary here are brief descriptions of the four Honey & Mumford key stages/styles, which incidentally are directly mutually corresponding and overlaid, as distinct from the Kolb model in which the learning styles are a product of combinations of the learning cycle stages. The typical presentation of these Honey &

Mumford styles and stages would be respectively

at north, east, south and west on a circle or four-

stage cyclical flow diagram. 1. Having an Experience, and Activists: here and

now, gregarious, seek challenge and immediate experience, open-minded, bored with implementation.

2. Reviewing the Experience and Reflectors: stand back, gather data, ponder and analyze, delay reaching conclusions, listen before speaking, thoughtful.

3. Concluding from the Experience and Theorists: think things through in logical steps, assimilate disparate facts into coherent theories, rationally objective, and reject subjectivity and flippancy.

4. Planning the next steps and Pragmatists: seek and try out new ideas, practical, down-to-earth, enjoy problem solving and decision-making quickly, bored with long discussions.

There is arguably a strong similarity between the Honey and Mumford styles/stages and the corresponding Kolb learning styles:

Activist = Accommodating Reflector = Diverging Theorist = Assimilating Pragmatist = Converging 2.5 Grasha Riechmann Learning Styles Scales

Grasha-Reichmann’s Student Learning Styles Scales focuses more on students’ preferences for the learning environment. It identifies six different styles; Independent, Avoidant, Collaborative, Dependent, Competitive, and Participant (Grasha. A, 1996, p. 31-34& p.127)

Independent Learning Styles

Students who like to think for themselves and are confident in their learning abilities. Prefer to learn the content that they feel is important and would

prefer to work alone on course projects than with other students.

Avoidant Learning Styles

Avoidant students are not enthusiastic about learning content and attending class. They are slow to participate with students and teachers in the classroom. They are uninterested and often overwhelmed by what goes on in class.

Collaborative Learning Styles

Typical of students who feel they can learn by sharing ideas and talents. They cooperate with the teacher and like to work with others.

Dependent Learning Styles

Dependent students show little intellectual curiosity and who learn only what is required. View teacher and peers as sources of structure and support and look to authority figures for specific guidelines on what to do.

Competitive Learning Styles

Students who learn material in order to perform better than others in the class. Believe they must compete with other students in a course for the rewards that are offered. Like to be the center of attention and to receive recognition for their accomplishments in class.

Participant Learning Styles

Good citizens in class. Enjoy going to class and take part in as much of the course activities as possible. Typically eager to do as much of the required and optional course requirements as they can (Grasha.A, 1972, p.144-147).

III. RESEARCH METHODOLOGY

The study Application of Memletics and Grasha Riechmann Learing Style. The data of this research is primarily got from two sources of information: the primary data and the secondary data. 3.1 Research Instruments and Data Questionnaires

Based on the researched topic “Application of Memletics and Grasha Riechmann Learing Style”, it can be concluded that the researcher had the purpose of assessing the students learning styles at Cambodian Mekong University. Its purpose is to find out the appropriated learning styles and new techniques for teachers and students. Questionnaires are conducted in order to explore the weak points and strong points of students learning styles. 3.2 Identify the variables

In order to make this research more meaningful and clearly, the variables are identified clearly before conducting the research. The researcher

divided the variables into two kinds, the dependent variables and the independent variables.

Dependent Variable is the variable that is affected by the result, or outcome of another variable. Dependent variable is something that depends on other factors. In this research, the dependent variable is “Effective Students Learning Styles”. It means that to be effective students or good learner will be affected by the materials, student them self, and teacher.

Independent Variables are the variables that can have influences on the dependent variables. The cause variables, the one that identifies forces, or conditions that act on something else is independent variables. It is all the variables that influences on the Effective Students Learning Styles such as memletices and Grasha-Riechmann model toward the class. 3.3 The Relationship between Dependent and Independent Variables

Competitive, Collaborative, Avoidant, Participant,

Dependent, and Independent Learning Style Therefore,

the researcher will list and/or examine Memletics and

Grasha-Riechmann Model.

IV. Results 4.1 Analysis of the Finding

The 182 students (females-N=86, males- N=96) responded and completed the learning styles questionnaires. Responses to the questionnaires were compared for demographic differences such as age and gender, both within the group and where possible against the general norms. Significant differences were found in the following measures.

Learning Style is important Total

Age 40%-60% 60%-80% 80%-100%

15-25 15 61 69 145

26-35 8 12 11 31

More

than 35

1 3 2 6

Total 24 76 82 182

Figure 3: The Relationship between Dependent & Independent Variables

3.4 Collection of Data/Gathering Procedures

Data were collected for the study during the academic years 2008-2009. Firstly, relevant students were conducted questionnaires to collect data in the study. Secondly, Memletics and Grasha-Riechmann Model were gathered to see what type and which learning style were being used. Thirdly, researcher made observation on students learning styles to see the actual implementation of teaching. Finally, researcher did the questionnaires to collect data from both teacher and student in qualitative and quantity data. The procedures of collecting data are presented in the following sections.

Memletics and Grasha-Riechmannis important model in process of learning effectively. It is the material that is used to make the process of learning effectively. Firstly, Memletics Modal includes: Visual, Verbal, Aural, Physical, Logical, Social, and Solitary Learning Style. Secondly, Grasha-Riechmann Model includes:

The Memletics Learning Styles

Visual15%

Verbal14%

Aural14%

Physical14%

Logical14%

Social14%

Solitary15%

Learning Style is important

Age TEFL BE Total

15-25 71 74 145

26-35 19 12 31

More

than 35

3 3 6

Total 93 89 182

The Grasha-Riechmann Learning Styles Scales

This part of the thesis is focusing much on the result of the research finding. The research presents that most of the learning style, Memletics learning style that can be used in process of leaning at Cambodian Mekong University. Answering to last objective of the thesis, Evaluation the Memletics learning styles and Grasha-Riechmann learning styles;

Students while learning the subject mostly use all the elements at the same time. This survey shows that Memletics learning style is commonly used by the students to learn a particular area of study. Therefore all the elements found on the Memlitics are correlated with each other and is working together to attain effectiveness in learning.

Students prefer all six of the styles to some degree; no student prefers or adopts any one of the style six clusively. Instead they have learning style profiles that show varying strengths of preferences for each of the six styles. Students have different learning style, so the process of learning cannot just conduct with dependent learning style but it must attract by other thing such as collaborative, competitive, avoidant, participant, and independent learning style.

In short, the researcher has discussed the significance learning styles in Cambodian Mekong University and provided some empirical evidence to indicate that CMU’s students exhibit distinctive learning style characteristics. To understand and respect individual's diverse learning styles, the researcher suggest that teachers employ instruments to identify students' learning styles and provide instructional alternatives to address their differences, and that teachers plan lessons to match students' learning styles while at the same time encouraging students to diversify their learning style preferences. By doing this teacher can assist our students in becoming more effective language learners.

V. Conclusion Clearly these Cambodian Mekong University’s

students prefer personalized learning where the instructor is well acquainted with the whole student, where the student is actively involved with others, and where the student is participating in the learning activities. They also have good expectations of the grade they will learn in the class in which they are enrolled. Conversely, these students prefer not to have their work compared with others publicly, do not favor learning activities involving mathematics, and prefer not to have to read as a primary means of learning.

Information about style can help faculty become more sensitive to the differences students bring to the classroom. It can also serve as a guide in designing learning experiences that match or mismatch students' styles, depending on the teacher's purpose. Matching is particularly appropriate in working with poorly prepared students and with new college students, as the most attrition occurs in those situations. Some studies show that identifying a student's style and then providing instruction consistent with that style contribute to more effective learning. In other instances, some mismatching may be appropriate so that students' experiences help them to learn in new ways and to bring into play ways of thinking and aspects of the self not previously developed. Any mismatching, however, should be done with sensitivity and consideration for

2800

2850

2900

2950

3000

3050

3100

3150

3200

3250

Independent17%

Avoidant14%

Collaborative18%

Dependent17%

Competitive17%

Participant17%

0

500

1000

1500

2000

2500

3000

3500

students, because the experience of discontinuity can be very threatening, particularly when students are weak in these areas. Knowledge of learning style can thus help faculty design experiences appropriate for students in terms of matching or mismatching and enable them to do so thoughtfully and systematically.

Recommendations The most pressing need is to learn more about

the learning styles of Cambodian Mekong University’s students a particularly important subject in the face of participation and graduation rates that indicate higher education is not serving all students well. Changing demographics portend an even more diverse student body in the future, with increasing numbers of Cambodian Mekong University. Instruments that take cultural differences into account need to be developed. Second, research is needed to clarify how much difference it makes if teaching methods are incongruent with a student's style. Studies that speak to the role and potency of style, seen in conjunction with other important variables, would help teachers significantly. The development of better instrumentation to identify styles should be a key part of such research. Third, research is needed to illuminate the connections and interaction between style, developmental stage, disciplinary perspectives, and epistemology. A better understanding of the link between them would provide a helpful framework for examining teaching methodologies, the role of learning in individual development, and the use of the disciplines to promote more complex and integrative thinking. Limitations

On-going action research has built-in limitations related to time, place and particular individuals. In this case, this research focuses mainly on students and teaching approach on students who are studying Business English and Teaching English as a Foreign Language in second year and third year Cambodian Mekong University in the academic year 2008-2009. Acknowledgements

I would like to pay my highly appreciation and thankful for those people who have helped and contributed so many useful resource, ideas, and time toward the completion of this thesis. Without their help, I could not be able to finish.

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Questionnaire for Students

I. Students General Information:

1. Age: A. 15-25 B. 26-35 C. more than 35

2. Sex: A. M B. F

3. Faculty of Arts, Humanities and Foreign Languages, which majoring are you in?

A. Teaching English as a Foreign Language (TEFL)

B. English Business (EB)

4. To know your learning style is important for you?

A. 40%-60% B.60%-80% C.80%-100%

II. Students Learning Style:

Answer each statement by ticking each answer box. Use these ratings as a guide when

you answer each statement:

1=Strongly Disagree 2=Disagree 3= Undecided 4= Agree 5=Strongly Agree

Statement 1 2 3 4 5

1. You have a personal or private interest or hobby that you like to do

alone.

2. You are happy in your own company. You like to some things alone

and away from others.

3. You are goal oriented and know the directions you are going.

4. You would prefer to physically touch or handle something to

understand how it works.

5. You spend time alone to reflect and think about important aspects of your

life

6. You like to read everything. Books, newspapers, magazines, menus,

signs, the milk carton etc.

7. English, languages and literature were favourite subjects at school.

8. You love telling stories, metaphors or anecdotes

9. You have a great vocabulary, and like using the right word at the

right time

10. You easily express yourself, whether its verbal or written. You can

give clear explanations to others.

11. You can easily visualise objects, buildings, situations etc from plans

or descriptions.

12. In school you preferred art, technical drawing, geometry.

13. You like using a camera or video camera to capture the world around

you.

14. You like books with lots of diagrams or illustrations.

15. You have a good sense of colour.

16. You like listening to music - in the car, studying, at work.

17. Music was your favourite subject at school

18. You use rhythm or rhyme to remember things, eg phone numbers…

19. You hear small things that others don't.

20. You can play a musical instrument or you can sing on (or close to)

key

21. You use lots of hand gestures or other physical body language when

communicating with others.

22. You like making models, or working out jigsaws.

23. In school you liked sports, wood or metal working, craft, sculptures,

pottery.

24. You like the texture and feel of clothes, furniture and other objects.

25. You like to think out ideas, problems, or issues while doing something

physical.

26. You can balance a chequebook, and you like to set budgets and other

numerical goals.

27. You like identifying logic flaws in other people's words and actions.

28. You use a specific step-by-step process to work out problems.

29. You like to understand how and why things work. You keep up to

date with science and technology.

30. You easily work with numbers, and can do decent calculations in your

head.

31. You are OK with taking the lead and showing others the way ahead.

32. You like getting out of the house and being with others at parties and other social

events.

33. You have a number of very close friends.

34. You communicate well with others and often act as a mediator between

them.

35. You like to listen. People like to talk to you because they feel you

understand them.

Answer each statement by ticking each answer box. Use these ratings as a guide when

you answer each statement:

1=Strongly Disagree 2=Disagree 3= Undecided 4= Agree 5=Strongly Agree

Statement 1 2 3 4 5

1. I prefer to work by myself on assignments in my courses.

2. I often daydream during class.

3. Working with other students on class activities is something I enjoy doing.

4. I like it whenever teachers clearly state what is required and expected.

5. To do well, it is necessary to compete with other students for the teacher’s

attention.

6. I do whatever is asked of me to learn the content in my classes.

7. My ideas about the content are often as good as those in the textbook.

8. Classroom activities are usually boring.

9. I enjoy discussing my ideas about the course content with other students.

10. I rely on my teachers to tell me what is important for me to learn.

11. It is necessary to compete with other students to get a good grade.

12. Class sessions typically are worth attending.

13. I study what is important to me and not always what the instructor says is

important.

14. I very seldom am excited about material covered in a course.

15. I enjoy hearing what other students think about issues raised in class.

16.I only do what I am absolutely required to do in my course.

17. In class, I must compete with other students to get my ideas across.

18. I get more out of going to class than staying at home.

Please add below any other comments you want to make about Learning Style in general

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Thank you for your time

19. I learn a lot of the content in my classes on my own.

20. I don’t want to attend most of my classes.

21. Students should be encouraged to share more of their ideas with each other.

22. I complete assignments exactly the way my teachers tell me to do them.

23. Students have to be aggressive to do well in courses.

24. It is my responsibility to get as much as I can out of a course.

25. I feel very confident in my ability to learn on my own.

26. Paying attention during class sessions is very difficult for me to do.

27. I like to study for tests with other students.

28. I do not like making choices about what to study or how to do assignments.

29. I like to solve problems or answer questions before anyone else can.

30. Classroom activities are interesting.

Questionnaire for Teacher

I. BIODATA

1. GENDER: A. M B. F

2. AGE: ...........

II. TEACHING EXPERIENCE AND PROFESSIONAL DEVELOPMENT

1. How many years have you been in the profession?

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2. If you are a foreign language teacher, have you stayed in a country where that

language is spoken as a mother tongue?

A. YES B. NO

3. Which in-service training sessions of any kind did you attend?

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4. Have you been involved in any language awareness project?

A. YES B. NO

5. Following are a number of beliefs which some teachers consider important and other teachers consider

not so important. There are no right or wrong answers. Each item is followed by a five-point scale.

Indicate your judgment by ticking each answer box. Please answer all items.

1=Strongly Disagree 2=Disagree 3= Undecided 4= Agree 5=Strongly Agree

Statement 1 2 3 4 5

1. The Educational Authorities are doing their best to improve

university ‘s quality of education.

2. I wish I had more homogeneous classes

3. I wish I could teach another subject

4. I would like to have another job

5. I worry about mixed ability classes

6. My students’ achievements really motivate me to go on with my

job

7. The Director and her/his team are doing an excellent job at our

educational institution

8. I wish the Educational Authorities valued my job as I deserve

9. Introducing several languages in class is a waste of time

10. Language learning helped me to change my attitudes and personal

beliefs towards other communities and cultures

11. I’m fully satisfied with my job

12. I share my personal feelings with my students

13. I show my students that I care for their personal problems

14. I allow students real choices about any aspect of the learning process

15. I regularly include tasks in my class that yield tangible, finished

products

16. I always indicate my students that I believe in their capability to

complete the tasks

17. I usually show my students that I care about their progress in the

learning process

18. I share my personal interest in languages with my students

19. I usually notice and react to any positive contributions from my

students

Please add below any other comments you want to make about Students Learning Style in

general

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THANK YOU VERY MUCH FOR PARTICIPATING!