Examining SSRU Business English First Year Students’ English Language Learning Style Preferences in Speaking and Listening Skills
There are problems in the varied learning styles of English language learners which can be inconsistent with the teacher's teaching styles in tertiary level as students tend to have their individual learning styles and teachers tend to follow to the specific teaching style that they are good at. This study examines the students’ learning styles preferences and their implications on the teaching and learning planning to stimulate the students’ performance in English language learning. A paradigm utilising quantitative research method was employed in this study. A group of 125 (26 males and 99 females) first year’s Thai university students majoring in Business English were selected to answer the survey through the use of 20-item Willing's (1988) questionnaire. The data collected was analyzed using the means and derivation to achieve the main objective of the study. The results revealed that most students preferred to be concrete learners (active personality) and teacher-oriented learners (passive personality) respectively. The fact that the findings seem to be inconsistent is a phenomenon. Possible reasons of this are discussed. This can be an implication for future design of classroom materials and tasks for first years’ students in tertiary level and match students’ learning style preferences with effective teaching styles.
Keywords - Learning Style Preferences, EFL, English Language