A Study of Learners' Perceptions on English Learning style Preferences and Teaching Strategies in Junior High Schools
| Autor: | Chin-lan Chen, 陳金蘭 |
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| Rok vydání: | 2010 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 98 This study aimed to investigate junior high school students’ perceptions of their learning style preferences and teaching strategies in English classes. Four purposes contained (a) students' tendencies of learning style preferences, (b) the influences of gender and age on students’ learning style preferences, (c) students’ perceived tendencies of their English teaching strategies, and (d) the significances between students’ learning style preferences and teaching strategy uses. The subjects of this study were randomly selected from three junior high schools in Tainan. 530 students from the first grader to the third grade were included. The major instruments were included three questionnaires which consisted of personal background information, Perceptual Learning Preference Survey (PLSP) and revised Teaching Strategy Survey (TSS). All of the collected data were conducted by using the Statistical Package for Social Sciences (SPSS) 12.0 and descriptive statistics, independent sample t-test, one-way ANOVA and Pearson-product moment correlation were applied to analyze the data. Five major findings were as follows. (1) Junior high school students strongly preferred the group style, followed by the kinesthetic style, tactile style, auditory style, visual style and individual style. (2) Females had higher preferences in learning styles than males. Both of them only preferred differently on tactile and kinesthetic learning styles. (3) 14-year-old students took tactile, auditory, and kinesthetic as their second, third, and fourth preferences and that was different from the students aged 13 and 15 years old. (4) The most frequently used strategy by teachers was learning strategies, followed by problem solving, concept mapping, situated learning and cooperative learning. (5) When teaching strategies were employed more frequently, students’ learning style preferences were more strongly used. The two variables revealed a positive correlation. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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