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Improving EFL Classroom Interaction by Understanding Students’ Learning Styles

Received: 28 November 2014     Accepted: 4 December 2014     Published: 16 December 2014
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Abstract

Multiple Intelligences (Gardner, 1993) postulates a standpoint that people may prefer to learn in different ways as a result of their predominance of different lobes. In particular, some deal well with sounds, but others appear to have a good sense of syntactic areas. It is important for the teacher to understand students’ learning styles in order to help them improve their language competencies to the most. With a sufficient understanding of students’ learning style preferences, teachers can use appropriate strategies and activities in language classes. The research study has proved the matching of teaching and learning styles and the classroom EFL interaction are positively correlated.

Published in International Journal of Language and Linguistics (Volume 2, Issue 6)
DOI 10.11648/j.ijll.20140206.17
Page(s) 379-386
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2014. Published by Science Publishing Group

Keywords

Learning Styles, Interaction, Motivation

References
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[4] Ebner, N. C. & Johnson, M. K.(2010), Age-group differences in interference from young and older emotional faces, Cognition & Emotion, Psychology Press. London: UK, 24: 7, 1095 — 1116.
[5] Frohlich & Spanda (1995), Classroom Observation Checklist for Vietnamese English Classes, Victoria University Press.
[6] Fujinuma, A. (2005), The Key Management Strategy in 2010, Nomura Research Institute, Ltd., Japan.
[7] Gardner, H. (1993), Frames of Mind: The Theory of Multiple Intelligences, New York: Perseus Books Group.
[8] Glynn, S. M., Taasoobshirazi, G. & Brickman, P. (2007). Nonscience majors learning science: A theoretical model of motivation. Journal of Research in Science Teaching, 44, 1088-1107.
[9] Good, T., & Brophy, J. (1987), Teacher Expectations as Self-Fulfilling Prophecies. In Clarizio Harvey F. Rober C. Craig, & William A. Mehrens (Eds.), Contemporary Issues in Educational Psychology, New York: Rahdom House.
[10] Hallows, R., Lisboa, M., & Unwin, M. (2006), IELTS Express, Intermediate and Upper-inter mediate, London: Thomson ELT.
[11] Harker, J. O. (1988), Individual and Team Approaches: An Introduction. In Green, Judith L., & Hyman, R., & Rosoff, B. (1987), Matching Learning and Teaching Styles: The Jug and What’s in It. In Clarizio, Harvey F. Robert C. Craig, & William A. Mehrens (Eds.), Contemporary Issues in Educational Psychology, New York: Random House.
[12] Honey, P. & Mumford, A. (1982) Manual of Learning Styles, London: P Honey.
[13] James, W. B., & Gardner, D. L. (1995), Learning Styles : Implications for Distance Learning, New Directions for Adult and Continuing Education, 67, 19-32.
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[16] Kolb, D. (1984), Experiential Learning experience as a Source of Learning and Development, NJ: Prentice-Hall.
[17] Krashen, S. (1982), Principles and Practice in Second Language Acquisition, London: Pergamon.
[18] Reid, J. (1987), The Learning Style Preferences of ESL Students, TESOL Quarterly, 21/1, 87-111.
[19] Willing, K. (1988), Learning Styles in Adult Migrant Education, Adelaide: National Curriculum Resource Center.
[20] Worthley, K. M. (1987), Learning Styles Factors of Field Dependence/ Independence and Problem-Solving Strategies of Hmong Refugee Students. Unpublished Master Thesis. University of Wisconsin, Stout, WI.
Cite This Article
  • APA Style

    Bui Phu Hung. (2014). Improving EFL Classroom Interaction by Understanding Students’ Learning Styles. International Journal of Language and Linguistics, 2(6), 379-386. https://doi.org/10.11648/j.ijll.20140206.17

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    ACS Style

    Bui Phu Hung. Improving EFL Classroom Interaction by Understanding Students’ Learning Styles. Int. J. Lang. Linguist. 2014, 2(6), 379-386. doi: 10.11648/j.ijll.20140206.17

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    AMA Style

    Bui Phu Hung. Improving EFL Classroom Interaction by Understanding Students’ Learning Styles. Int J Lang Linguist. 2014;2(6):379-386. doi: 10.11648/j.ijll.20140206.17

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  • @article{10.11648/j.ijll.20140206.17,
      author = {Bui Phu Hung},
      title = {Improving EFL Classroom Interaction by Understanding Students’ Learning Styles},
      journal = {International Journal of Language and Linguistics},
      volume = {2},
      number = {6},
      pages = {379-386},
      doi = {10.11648/j.ijll.20140206.17},
      url = {https://doi.org/10.11648/j.ijll.20140206.17},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.20140206.17},
      abstract = {Multiple Intelligences (Gardner, 1993) postulates a standpoint that people may prefer to learn in different ways as a result of their predominance of different lobes. In particular, some deal well with sounds, but others appear to have a good sense of syntactic areas. It is important for the teacher to understand students’ learning styles in order to help them improve their language competencies to the most. With a sufficient understanding of students’ learning style preferences, teachers can use appropriate strategies and activities in language classes. The research study has proved the matching of teaching and learning styles and the classroom EFL interaction are positively correlated.},
     year = {2014}
    }
    

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    AB  - Multiple Intelligences (Gardner, 1993) postulates a standpoint that people may prefer to learn in different ways as a result of their predominance of different lobes. In particular, some deal well with sounds, but others appear to have a good sense of syntactic areas. It is important for the teacher to understand students’ learning styles in order to help them improve their language competencies to the most. With a sufficient understanding of students’ learning style preferences, teachers can use appropriate strategies and activities in language classes. The research study has proved the matching of teaching and learning styles and the classroom EFL interaction are positively correlated.
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Author Information
  • Department of Foreign Languages, University of Finance and Marketing, Ho Chi Minh City, Vietnam

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