UNIVERSIDAD NACIONAL AUTÓNOMA DE NICARAGUA-MANAGUAFACULTAD REGIONAL MULTIDISCIPLINARIA DE CARAZO

DEPARTAMENTO DE CIENCIAS DE LA EDUCACIÓN Y HUMANIDADES

INFORME FINAL DE SEMINARIO DE GRADUACIÓN

PARA OPTAR AL TÍTULO DE

LICENCIADO/A EN CIENCIAS DE LA EDUCACIÓN CON MENCIÓN EN INGLÉS

TEMA: Learning styles of the 4th year students at Juan II Aleman Barbosa

Institute.

AUTORES/AS:Br. María Mercedes Cano Jiménez 09-09039-8Br. Obeth José Sánchez Silva 09-09527-1

TUTOR/A:Msc. Xiomara Valverde

JINOTEPE, DICIEMBRE DE 2013

Dedication

We dedicate this research to:

God, who guided us day by day in our research development and gave us the

opportunity to start our work as the opportunity to finish it,

Our parents, who were always giving us all their trust and the economic helped we

needed.

Our Tutors, who in spite of having so many tasks, they share their time to teach us

step by step the development of our work.

And to all the people who were presented at the time to develop our work.

Acknowledgment

Firstly, we want to thank God by all the help we received from him. He gave us the

necessary patient to develop this research; the strength and health to not give up;

the wisdom to put into practice our knowledge and the opportunity to start and

finish our work.

Secondly, we appreciate all our parents´ help. They gave us a lot of reasons to

continue doing our best effort. They provided us all the economic resources we

need and they always said us to not give up.

Thirdly, we give specials thanks to our tutors Msc. José Luis García Guzmán and

Msc. Xiomara Valverde, who were teaching us with patient steps by steps each

process of our research.

We also thanks to the teachers and students from Juan Segundo Aleman Barbosa

Institute who helped us to develop our research, they gave us their trust and

positivism to continue our labor.

We also appreciate the help from JUDC´s jury, who told us our weakness and what

we have to improve in our research.

Finally, we would like to thank to the other people who were sustaining us with

information to our work.

VALORACIÓN DEL DOCENTE

Abstract

This paper is based on a research related to the analysis of the different student´s

learning style developed according to the teaching strategies applied by the

teacher in the 4th year at Juan II Aleman Barbosa Institute. A survey was applied to

the students to identify their learning styles. At the same time we applied an

interview for the teacher to analyze what strategies she uses to help to the

students according to their learning styles.

At the end of this research we provide strategies to help teachers to adequate their

teaching process to students with different learning styles.

Key words: Learning styles, Strategies, survey, interview

Inde

x

I. Introduction...............................................................................................................................1

II. Justification..................................................................................................................................2

III. Objectives...................................................................................................................................3

General Objective:...........................................................................................................................3

Specific Objectives:.........................................................................................................................3

IV. Theoretical Framework.............................................................................................................4

4.1. Background...............................................................................................................................4

4.2. Learning Styles Definitions.....................................................................................................5

4.3. Learning Styles models...........................................................................................................6

4.3.1. The sensorial Model (VARK)..............................................................................................6

4.3.1.1. Visual (V):...........................................................................................................................6

4.3.1.2. Aural / Auditory (A)............................................................................................................7

4.3.1.3. Read/write (R)....................................................................................................................7

4.3.1.4. Kinesthetic (K)...................................................................................................................7

4.3.2. The Multimodal Model..........................................................................................................8

4.3.3. Other Models.........................................................................................................................8

4.3.3.1. Kolb´s Model......................................................................................................................8

4.3.3.2. Honey and Mumford Model..............................................................................................8

4.4. Instructional Techniques.........................................................................................................9

4.4.1. Motivate learning..................................................................................................................9

4.4.2. Balance concrete information.............................................................................................9

4.4.3. Make liberal use of visuals..................................................................................................9

4.4.4. Do not fill every minute of class time lecturing and writing on the board....................10

4.4.5. Give students the option of cooperating on at least some homework assignments..10

4.5. Teaching Strategies for students With Different learning style........................................10

4.5.1. Strategies for visual learners............................................................................................10

4.5.1.2. Student strategies...........................................................................................................11

4.5.1.3. Alternative media.............................................................................................................11

4.5.2. Strategies for Auditory Learners.......................................................................................11

4.5.2.1. Teaching Strategies........................................................................................................12

4.5.2.2. Reading assignments.....................................................................................................12

4.5.2.3. Study skills.......................................................................................................................12

4.5.3. Teaching Strategies for Reading /Writing learners........................................................12

4.5.4. Teaching Strategies for Kinesthetic learners..................................................................14

V. Methodology..............................................................................................................................14

5.1. Data Collection Tools............................................................................................................15

5.1.1Students´ Survey..................................................................................................................15

5.1.2. Class Observation..............................................................................................................15

5.1.3. Teacher´s Interview:...........................................................................................................15

5.2. Descriptive Analysis..............................................................................................................15

5.2.1. Students’ survey.................................................................................................................15

5.2.2. Classrooms Observations.................................................................................................16

5.2.3. Teacher´s Interview:.......................................................................................................16

5.3. Interpretative Analysis...........................................................................................................18

5.3.1. Students´ Survey................................................................................................................18

VI. Conclusions..............................................................................................................................20

VII. Recommendations.................................................................................................................21

VIII. Bibliography...........................................................................................................................23

IX. Appendixes..................................................................................................................................25

I. Introduction

There are different ways in which people learn, as there are different strategies for

each one of these ways in which they learn. Teachers need to know how students

learn and how teachers have to adequate their teaching strategies.

Our research is focused in the topic “Learning Styles” and for the development of

this we decided to do it at Juan Segundo Aleman Barbosa Institute. It is a public

Institute in La Paz, Carazo, Nicaragua. This institute has 15 classrooms with an

essential environment.

So, to know more about these, our research is divided in different parts. The first

part of our research is about justification. The second part is about the objectives

we planned to achieve in our research. The third part is about the development of

the topic in which are included the background in which there are some cites from

different researchers about the topic of learning styles followed by the theoretical

framework, which includes different topics such as: Learning styles definitions,

Learning styles models; instructional techniques and strategies to students with

different learning styles and also it is included the methodology in which is

described the analysis (descriptive and interpretative) of our research results. The

fourth is about conclusions and recommendations. The fifth part contains the

bibliography of our research. And, the last one is about appendixes.

We hope this research be useful for the English teachers in this Institute, as we are

sure it will be helpful for us as future English teachers, because in it is explained

how students learn and how teachers have to adequate their teaching strategies.

1

II. Justification

Our research will be focused on the topic “Learning Styles” with the purpose of

analyzing and identifying the students’ learning style and the teacher’s teaching

strategies used in the classroom according to the students’ different learning style.

Along with this we will give recommendations of strategies that help teachers to

adequate their teaching strategies to help students with different capacities of

acquiring knowledge.

This research will be useful for all English teachers who read it, and for the rest of

the English teachers that work at Juan Segundo Aleman Barbosa institute because

they will know that there are different learning styles and different strategies for

each learning style and how to integrate these strategies in order to help the

students to have a meaningful learning in their preferred style.

Besides, it will be useful for us as future English teachers because during this

process of research we will learn about the different ways in which the students

process and get information, besides we will know what kind of strategies work well

with each style.

2

III. Objectives

General Objective:

Analyze the different student´s learning style developed according to the teaching

strategies applied by the teacher in the 4th year at Juan II Aleman Barbosa Institute

during the second semester of 2013 located in La Paz, Carazo.

Specific Objectives:

Identify the different learning styles of a group of foreign language students

in 4th year.

Analyze the English teacher’s teaching strategies in the development of his

students’ learning styles.

Provide strategies to help teachers to adequate their teaching process to

students with different learning styles.

3

IV. Theoretical Framework

In this part of our research we will mention different aspects of the learning styles.

We will take into account the background, definitions of learning styles; the

learning styles models; some instructional techniques that teachers must use in the

classroom and the different teaching strategies for students with different learning

styles.

4.1. BackgroundTeachers have noticed for many years that the students learn in different ways.

This way in which the students acquire and process information is called as

learning styles. Students learn best by seeing the value and importance of the

information presented in the classroom.

On the other hand, (Blackmore 1996, cited in Cartnal 1999) suggested that one of

the first things educators can do to aid the learning process is to simply be aware

that there are diverse learning styles in the student population: there are as many

ways to “teach” as there are to learn.

(Sarasin 1998 cited in Cartnal 1999) noted that instructors should be willing to

change their teaching strategies and techniques based on appreciation of the

variety of students learning styles. “Teachers should try to ensure that their

methods, materials and resources fit the ways in which their students learn and

maximize the learning potential of each student”. Garger (1998) says that

“understanding learning styles can help educators facilitate structure and validate

successful learning for all the students”.

(Grasha and Dowdall 1991, cited in Cartnal 1999) also suggested that “particular

teaching style might encourage students to adopt certain learning styles”. Evans

(2006) says “The application of styles has direct relevance for education and

4

training practitioner in that it can assist in developing different teaching and

learning techniques which may enhance learning performance” (for example,

unpacking the whole and the specifics of a situation, in looking at ideas

sequentially or tangentially using multiples modes of presentation and so forth).

(Gibson 1998, cited in in Cartnal 1999) noted that “distance learners are a

heterogeneous group, and that instructors should design learning activities to

capitalize on this diversity”.

Instructors can also use learning style data to help them design “creative

mismatches” where students can experience their less dominant learning style

characteristics in a less threatening environment (Grasha, 1996 pag 172).

In Nicaragua, there have not been any researches about this topic, since it is very

important to know about it, to improve and adequate teaching teachers’ strategies.

4.2. Learning Styles Definitions

(Brown 2000, cited in Golakjani 2010) defines learning styles “as the manner in

which individuals perceive and process information in learning situations. He

explains that learning styles preference is one of the aspects of learning styles and

refers to the choice of one learning situation or condition over another”.

Grasha (1996) has defined learning styles “as personal qualities that influence a

student´s ability to acquire information, to interact with peers and the teacher, and

otherwise participate in learning experiences”. Pag 41

In our point of view Learning Style is the way in which a person learns, what it

means the way in which this person acquire knowledge. It also means how the

person interprets, distinguishes, processes and understands the information.

5

4.3. Learning Styles modelsThere are several Learning Style Models, in which each one of them are linked how

an individual acquires and processes information.

Here we mentioned some of them. These two first methods (The Sensorial Model

and the multimodal model) are presents in our research development.

4.3.1. The sensorial Model (VARK)The acronym VARK stands for Visual, Aural, Read/write, and Kinesthetic sensory

modalities that are used for learning information. (Fleming and Mills 1992, cited in

Sarah Mercer 2012) suggested four modalities that seemed to reflect the

experiences of the students and teachers. Although there is some overlap between

them.

They are defined as follows.

4.3.1.1. Visual (V):

Visual learners acquire the information by visualizing things. This preference

includes the depiction of information in maps, spider diagrams, charts, graphs, flow

charts, labeled diagrams, and all the symbolic arrows, circles, hierarchies and

other devices that people use to represent what could have been presented in

words. This mode could have been called Graphic (G) as that better explains what

it covers. It includes pictures or photographs of reality, movies, videos or

PowerPoint presentations. It does include designs, whitespace, patterns, shapes

and the different formats that are used to highlight and convey information. When a

whiteboard is used to draw a diagram with meaningful symbols for the relationship

between different things, it will be helpful for those with a Visual preference. It must

be more than mere words in boxes that would be helpful to those who have a

Read/write preference.

6

4.3.1.2. Aural / Auditory (A)

Visual learners acquire information by hearing or speaking. This perceptual mode

describes a preference for information that is "heard or spoken." Learners who

have this as their main preference report that they learn best from lectures, group

discussion, radio, email, using mobile phones, and web-chat . The Aural

preference includes talking out loud as well as talking to oneself. Often people with

this preference want to sort things out by speaking first, rather than sorting out their

ideas and then speaking. They may say again what has already been said, or ask

an obvious and previously answered question. They have the need to say it

themselves and they learn through saying it in their way.

4.3.1.3. Read/write (R)

Read/write learners learn information by reading or taking note. This preference is

for information displayed as words. Not surprisingly, many teachers and students

have a strong preference for this mode. Being able to write well and read widely

are attributes sought by employers of graduates. This preference emphasizes text-

based input and output - reading and writing in all its forms but especially manuals,

reports, essays and assignments. People who prefer this modality are often

addicted to PowerPoint, the Internet, lists, diaries, dictionaries, thesauri, quotations

and words, words, words... Note that most PowerPoint presentations and the

Internet, Google and Wikipedia are essentially suited to those with this preference

as there is seldom an auditory channel or a presentation that uses Visual symbols.

4.3.1.4. Kinesthetic (K)

This modality refers to the "perceptual preference related to the use of experience

and practice (simulated or real)." Although such an experience may invoke other

modalities, the key is that people who prefer this mode are connected to reality,

"either through concrete personal experiences, examples, practice or simulation" It

includes demonstrations, simulations, videos and movies of "real" things, as well

as case studies, practice and applications. The key is the reality or concrete nature

7

of the example. If it can be grasped, held, tasted, or felt it will probably be included.

People with this as a strong preference learn from the experience of doing

something and they value their own background of experiences and less so, the

experiences of others. It is possible to write or speak kinesthetically if the topic is

strongly based in reality. An assignment that requires the details of who will do

what and when is suited to those with this preference, as itis a case study or a

working example of what is intended or proposed.

4.3.2. The Multimodal ModelFleming and Mill also argue that “Life is multimodal”. It is normal to use more

than one style to acquire knowledge. Some students that prefer a lot of learning

styles could be any of this:

The ones that have in mind the development of the context choose

the style that work better with them, and

The ones that use a lot of styles to process information.

To facilitate students to improve the use of this model, it is important to give

them a variety of methods to learn different tasks and give them the opportunities

to select one or more.

4.3.3. Other Models

4.3.3.1. Kolb´s Model(Kolb David 1984, cited in Businessball.com, 2005) also called this model as

experiential model.

4.3.3.2. Honey and Mumford Model

(Honey, P & Mumford model, cited in Mills 2002) Suggests that “students

move on information through the four stages of the learning cycle the times it is

necessary”.

8

4.4. Instructional Techniques The ways teachers normally teach address the needs of using the

instructional techniques given below in order to motivate the learning styles.

(Oxford 1990)

4.4.1. Motivate learningTeachers need to motivate students to make a good interaction among

them. The more the teacher motivates students, the more comfortable they feel.

Teachers need to use new materials to teach (vocabulary flashcards, rules of

grammar charts, presentations, etc.) in contexts that the students can relate in term

of their personal experiences, rather than merely materials to memorize. (Oxford

1990)

4.4.2. Balance concrete information It is going to depend on the level of learners. The balance does not have to

be equal, and in elementary courses, it may be shifted heavily toward the sensing

side. Examples of this technique are words definitions, rules for verb conjugation,

conceptual information, etc. This technique benefits to the students when they do

not have the enough knowledge to catch the information at once, firstly they need

to have the information to then move it to interpret it. We see this kind of

techniques in the classroom, when teacher provide long explanations to students

when do not understand something. The teachers ask a couple of time if the

students have got the topic, and if they have no got it yet, the teacher provides

more information to the students. Global learners work well with this technique,

because of, they first need to have information and later analyze it. (Oxford 1990)

4.4.3. Make liberal use of visualsUsing visual tools in the classroom is a useful and interesting way to catch

students’ attention. Teachers have to use photographs, drawings, sketches,

cartoons, etc., to illustrate the meaning of vocabulary words. Teachers also have to

9

shows films, video recording, and live dramatization to illustrate lessons in texts.

Visual learners are good in this technique. (Oxford 1990)

4.4.4. Do not fill every minute of class time lecturing and writing on the board

Teachers need to make intervals when they are teaching a class. Teachers

have to stop in front of their students and ask for reflections, opinion, etc. Teachers

also assign brief writing exercises, give questions, and problem to be worked in

small groups, and hold team competitions to keep an interacted class. Active

learners work well with this technique. (Oxford 1990)

4.4.5. Give students the option of cooperating on at least some homework assignments

Sometimes students like sharing ideas, discussing in class, talking with

teachers, and when they are allow participating, they feel comfortable. If they are

denied to participate, they are being deprived of their most effective tool

participation. Most of the time, active learners are the ones who are interacting

during the class. They are always participating. The use of this technique could

work well at the time of assigning task to active learners to work in different groups

in the class. Now they not only will share ideas with teachers when they are asked

to do it, but they will share ideas with their own classmates. (Oxford 1990)

4.5. Teaching Strategies for students With Different learning style Teachers need to adequate their teaching at the time to teach to teach to the

students that have different learning style. Here we point out some different

strategies for every learning style.

According to (Education, V. D 2009) in Its article “Accomodations and Instructional

Strategies That Can Help Students”, there are pointed some strategies used to

teach students according to their learning styles, which are the following:

10

4.5.1. Strategies for visual learners

Students who are visual learners learn and remember information best by reading or seeing.Visual learners frequently remember colors, patterns, sequences they have seen.

They will often close their eyes when trying to remember something. (Education, V.

D 2009)

4.5.1.1. Strategies that Teachers should use.

• Encourage the student to make study cards

• Have the student use flash cards

• Teach students to look at how words and letters are formed and look together

• Encourage the use of webbing or diagramming to help learn information

• Make picture associations for new material

• Keep an agenda on the board with verbal directions, key ideas, concepts

• Have a scribe in class that copies directions using carbon paper or make copies

that can be given to other.

• Provide outlines of major points that students can use as a guide.

4.5.1.2. Student strategies• Have student write down notes and memos concerning important words,

concepts, ideas, and assignments

• Teach note taking skills

• Teach column note taking

• Teach student to be a list maker

• Teach other methods of visual organizers.

4.5.1.3. Alternative media• Use videos

• Use plays

• Use filmstrips

• Use books

11

• Use pictures

4.5.2. Strategies for Auditory Learners

Students who are auditory learners learn and remember information best by

hearing what is said or presented. These students often remember jokes, stories,

and lines from movies. They prefer to be told an assignment rather than reading

the instructions. (Education, V. D 2009)

4.5.2.1. Teaching Strategies • Give oral as well as written directions

• Read assignments off the board

• When handing out assignments make sure you have the student’s attention and

either read or have a student read the assignment/directions

• Check that the students understand the assignment and all of its pieces

• Tape records the assignments.

4.5.2.2. Reading assignments• Tape important reading material for students to listen to while reading

• Have a good oral reader read out loud while the passage is being taped

• Pair the student with a good oral reader who can read out loud

• Allow the student to read out loud to him/her

• Check out The Association for the Blind or your local library for books on tape

4.5.2.3. Study skills• Have student re-authorize silently by vocalizing material inside his/her own head

• Allow students to talk to themselves while working

• Pair shares for review

4.5.3. Teaching Strategies for Reading /Writing learnersSome students like learning by reading and writing. Here are mentioned some

strategies that work well with this type of learners. (Education, V. D 2009)

12

•For unit studies, gather a variety of books on the same subject, making sure that

the books reflect the range of reading levels in your class.

Teach comprehension first. Skills like phonics can be developed after meaning is

established or receptive and expressive vocabulary is strong.

•Plan comprehension-building activities before, during, and after the reading, such

as picture walks (looking at and discussing the pictures in a book before reading to

build background) and writing a personal response.

•Brainstorm with the whole class to generate a Word Bank for Writing.

•Teach the strategy of using pictorial, semantic, and syntax cues, and conventions

of print to read for meaning.

•Encourage children to predict, confirm, and self-correct.

•Generate a list of questions about what you are reading.

•Discuss new words in context. For example, reading experiences are filled with

unfamiliar vocabulary that is specific to our culture.

•Teach word-study skills. For example, classifying and sorting words by spelling

patterns helps students develop vocabulary and provides opportunities to transfer

spelling concepts from reading to writing.

•Integrate reading with writing and use a variety of genres and formats as a

springboard for writing activities.

•Work with recipes. Recipes are a great example of meaningful procedural text.

They are a motivating hands-on activity and can serve as models for procedural

writing.

•Have students keep journals for personal narratives and content-area learning.

Journals keep students organized and accountable for their work. After a weekend

or holiday, rereading what has been recorded in journals lets ELLs review the

subject and get back on track. Parents love seeing these too.

13

•Incorporate environmental print into your classroom with examples from

magazines, newspapers, ads, street signs, and other sources.

4.5.4. Teaching Strategies for Kinesthetic learnersKinesthetic learners excel when given hands-on activities and interactive

assignments. (Education, V. D 2009)

• Offer hands on projects

• Utilize cooperative games

• Create multi-sensory activities

• Utilize simulation activities

• Encourage active participation

• Encourage use of fidget objects

• Use music to aid memorization

• Seat in low traffic area of the room and allow fidgeting with less distraction of

others

• Allow multi-tasking (classroom tasks while listening to instructions)

• Use variety of options to demonstrate learning including murals, diagrams,

models.

V. Methodology

The place in which we carried on our research was in the Public School Juan II

Aleman Barbosa Institute, located in La Paz, Carazo, Nicaragua.

In the institute work two English teachers, one in the morning shift and the second

one in the afternoon shift. The Institute has an enrollment of 947 students among

the ages of twelve to twenty one years old. Classes are divided in different grades:

from 7TH to 11TH year.

In the B classroom of 4th year there are 34 students; twenty one women and

thirteen men among the ages of fifteen to seventeen years old, we took fourteen

students as a sample for our research.

14

5.1. Data Collection ToolsThe goal for using these different tools is to help us to clarify information, process

knowledge, and identify opportunities for continuous improvement in our research.

Besides with these tools we used to achieve our objectives and identify information

sources and collect information during our research.

5.1.1Students´ Survey

We used this tool to identify the different learning style the students have. We took

and used the test VARK downloaded from (Cid 2012).

5.1.2. Class Observation:

We used this tool to observe the different strategies used by the teacher and the

students’ performance during the class.

5.1.3. Teacher´s Interview:

We used this tool to know what kind of strategies the English teacher uses in the

class.

5.2. Descriptive Analysis

5.2.1. Students’ surveyIn September 26th, we applied the students’ survey; that day only 28 students were

in the English class. We explained our assignment and the purpose of the survey.

First we read and explained each question to answer, then the students took the

survey and answered it carefully, they took 25 minutes to finish it; after that time

they gave it back.

This survey had 16 questions divided into four different kind of learning styles

(visual, aural, reading/writing and kinesthetic learning style). Each answer was

applied to a specific learning style; 28 students answered the survey but we

choose only 14 students for our sample in a random way.

15

5.2.2. Classrooms Observations We did three class observations in order to take notes of the students’

performance during the class and how they like to learn and process information

and also take notes about the strategies and activities that the English teacher

uses in the class in our observations we focused in observe the learning styles the

students showed during the class and the effectiveness of the teacher´s teaching

strategies for the students.

At first, when we arrived, we noticed that we were in front of a group of students

that the most liked to write and interact with the teacher. The teacher started the

classes on time, the first activity of the teacher was to write the topic on the board,

took the attendance, she used eliciting to present the topic, explained the objective

of the class, then she developed the classes giving explanations and examples,

she used gestures to enhance meaning of words, spoke audible and clearly to the

students, talked to the students not to the board; she used the students’ ideas to

make a good interaction, she used authority in the classroom to create an

environment conductive to the learning, she listened carefully the students

comments and questions; the teacher encouraged students to participate, at the

time students asked question to the teacher, she clearly and directly answered

them, the teacher gave enough time to the students to finish their assignments in

the class as a final activity she assigned homework to the students according to

the topic she had taught.

The strategies she most used were group works in written and reading tasks ask

and answer activities, games, participations on the board; but most of the students

did not like to participate neither to speak in English

5.2.3. Teacher´s Interview:On September 26th, 2013 we applied the teacher’s interview at 1:24 pm while the

students were answering their survey she was answering her interview.

According to the first question she considers that most of the students have the

reading and writing learning style and that they need more attention in

16

pronunciation and vocabulary to develop their other abilities and skills and also she

said that she looked her students performing in an unquiet way (kinesthetic way)

when they have to present the assignments.

Respecting to the second question she says that the strategies she uses to

enhance her students’ preferences are: guessing games, short dialogues, group

work and task in pair.

In the third question she says that the activities she uses with the students who

have a visual learning are: use of pictures and flash cards to present vocabulary or

any grammar structure.

At the moment the English teacher answered the fourth questions she says that

the activities she uses with the students who have an aural learning are: exchange

of information; oral presentations ask and answer activities repetition.

According to the fifth questions she says that the activities she uses with students

who have a reading and writing learning are: to read key vocabulary, model

reading, ask and answer questions, check comprehension, controlled and free

writing, correcting and checking assignments, brainstorming ideas, ask and answer

questions and use of work sheets to do any activity.

In the sixth questions she says that the activities she uses with students who have

a kinesthetic learning are: group competences, exchanging information;

discussions in some cases free writing.

Respecting to the seventh questions she says that she prepares the necessary

materials for each class to develop the four skills, using visual aids, reading texts,

pictures, flashcards so that she combines and integrates all these activities in order

to fulfill the students’ needs according to their learning style.

According to the eighth questions she says that the successful strategies she has

had in the classroom have been group works, written activities, games and role

plays.

17

Answering the ninth questions she says that the strategies failed in the classroom

have been: dictation and oral presentation because the students lack of enough

vocabulary and good pronunciation.

According to the tenth question she says that the positives result that she has

gotten from her students by putting into practices these strategies are: the most

students have overcame the shyness, they have learn more vocabulary and they

have improved their pronunciation and the negatives result are that the students do

not work in their task, they do not speak in English, because they have many

difficulties in the pronunciation in the writing, listening and speaking skill. And she

adds that the most of her students are shy to participate in all the activities during

the class.

5.3. Interpretative Analysis

5.3.1. Students´ Survey(James and Gardener 1995, cited on Cartnal 1999) claim that “three important

factors to considerer when selecting a learning style instrument include:

considering the intended use of the data to be collected, finding an instrument and

matching it to the intended use and, finally selecting the most appropriate

instrument”.

To select the tool to determine the students´ learning styles we focused on the

exactly aspects we wanted to know according to one of our specifics objectives

(Identify the different learning styles of a group of foreign language students in 4 th

year). We wanted to know if the students perform only a learning style or if they

presented a multi-learning style. So, we used the VARK questionnaire (see

appendix A). This questionnaire provided us the necessary information we wanted

to get from the students. We applied the questionnaire to the students in Spanish

due to the students did not know the enough knowledge to answer it in English. As

mentioned before (descriptive analysis), 28 students answer the survey, but we

18

only took into account 14 of them. We selected them randomly. From the 14 survey

we selected, we obtained the following data:

The fourteen students reflected to have a multi modal learning. But they have one

in which they get better the information (see table 1).

Seven students reflected they learn best in a kinesthetic style.

Five students reflected they learn better by reading and writing. And,

Two students reflected they learn best by listening (Aural Learners).

Kinesthetic learners 7

Reading/writing Learners 5

Aural Learners 2

Total 14

Table 1. Learning Styles Results

These results show that the fourth year teacher in this institute was working with

students which had a kinesthetic, a read/write and a visual preference.

The teacher´s perception was true (descriptive analysis 1st question) when she

exclaimed that her students worked well in reading and write assignments as in the

way when they had to present the task.

19

VI. Conclusions

After a long period of time, we have acquired some data from our research to

analyze.

According to our general objective: “Analyze the different student´s learning style

developed according to the teaching strategies applied by the teacher in the 4 th

year at Juan II Aleman Barbosa Institute during the second semester of 2013

located in La Paz, Carazo” we have conclude that:

Students performed well when the teacher assigned them writing and

reading tasks.

They made efforts to participate in every activity that the teacher

assigned them.

They needed more attention in pronunciation to improve their reading

tasks, or when they have to present some reading tasks in front of the

class.

Teacher´s strategies were more focused on read/write and kinesthetic

learners.

Read/write activities helped to shy students to participate.

Students were unquiet at the moment to present a task (they moved from

one side to another reading their notebooks).

20

VII. Recommendations

Data from observations and interviews with individual teachers and students shows

that a learning styles approach can have a considerable positive impact on both

behavior and learning. It does appear when teachers respond to students’

individual learning style, it improves enjoyment, attention and active participation,

and learning for individual students. Different ways of working give some students

better opportunities for more successful learning experiences and to demonstrate

their learning, which suggests that a learning styles approach can contribute to

improving assessment strategies.

The topic learning styles brought up issues which suggest the need for new

thinking, particularly with the reference of the learning style each student has and

the strategies that address to each one.

For that reason we suggest the following recommendations to the English teachers

of the Juan Segundo Aleman institute.

According to Dr. Constant Leung and Dr. Graham Richardson the teacher should

use:

1) initiatives through improving teaching and learning

2) Develop and put into practice strategies that appeal to each learning style.

3) Strategies for inclusion and differentiation, through practical ways of identifying

and meeting individual needs and learning preferences.

4) New thinking about how classrooms is organised, with particular reference the

role of the environment learning as the latter was a significant element in most

students’ learning style.

21

5) Assessment strategies to improve opportunities for students to demonstrate

skills and knowledge through different activities so that they discover their best way

to learn.

6) Induction programmes, to embed learning styles in a practical way into initial

activities and assignments, through introducing the strands and elements and

helping students evaluate the most effective ways of learning for them.

7) Becoming more aware of their own and individual students’ learning styles and

ways to address them and encouraging students to become more aware and use

their own learning styles.

8) Teaching and learning, through making content more accessible and enjoyable

and giving learners experiences of successful learning by learning through their

preferred learning style.

VIII. Bibliography

1. Businessball.com. (2005). kolb learning styles.Recuperado el 2012 de Agosto de 2013, de

kolb learning styles: http://www.businessballs.com/kolblearningstyles.htm

22

2. Cartnal, D. P. (1999). Comparing Student Learning Styles in an Online Distance Learning

Class and an Equivalent On-Campus Class. Recuperado el 2013 de octubre de 17, de

Comparing Student Learning Styles in an Online Distance Learning Class and an Equivalent

On-Campus Class: http://home.earthlink.net/~davidpdiaz/LTS/html_docs/grslss.htm

3. Cid, L. L. (2 de OCTUBRE de 2012). Educacion, ecologia y TIC. (L. L. Cid, Ed.) Recuperado el

24 de JULIO de 2013, de Educacion, ecologia y TIC:

http://www.vark-learn.com/documents/The%20VARK%20Questionnaire%20-

%20Spanish.pdf

4. Education, V. D. (21 de september de 2009). Accomodations and Instructional Strategies

That Can Help Students.Obtenido de http://www.google.com.ni/url?

sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CCoQFjAA&url=http%3A%2F

%2Feducation.vermont.gov%2Fdocuments

%2Feduc_accommodations_strategies.pdf&ei=1SRUUrznJ4TS9gTH4IGgCw&usg=AFQjCNH

V7ebf0uzsgFBaLKH1sdnyyri2Yw&bvm=bv.53537100,d.eWU&:

5. Evans, C. (2006). Learning styles in education and training.Emerald Group Publishing.

6. Garger, P. B. (1998). Marching to Different Drummers.ASCD.

7. Golakjani., A. P. (2010). The Effect of Visual, Auditory, and Kinaesthetic Learning Styles on

Language Teaching . . Recuperado el 25 de 10 de 2013, de The Effect of Visual, Auditory,

and Kinaesthetic Learning Styles on Language Teaching . :

http://www.ipedr.com/vol5/no2/104-H10249.pdf

8. Grasha, A. F. (1996). Teaching with style. Pittsburgh, PA: Alliance.

9. Mills, D. W. (2002). Applying what we know: Student learning styles. Retrieved

October 17, 2008, from: http://www.csrnet.org/csrnet/articles/student-learning-

styles.html

23

10. Oxford, R, L. 1990 “Language Learning Strategies” “What Every Teacher Should know”.

11.Sarah Mercer, S. R. (2012). Psychology for Language Learning: Insights from Research,

Theory and Practice.Palgrave Macmillan.

12. Dr Constant Leung and Dr Graham Richardson, Consultants. Summary and

Recommendations /www.google.com.ni/search?

q=USING+A+LEARNING+STYLES+APPROACH+TO+IMPROVE+LEARNING

%2C+ACHIEVEMENT+AND+RETENTION+IN+FURTHER+EDUCATION&oq=USING+A+LEARNIN

G+STYLES+APPROACH+TO+IMPROVE+LEARNING

%2C+ACHIEVEMENT+AND+RETENTION+IN+FURTHER+EDUCATION&aqs=chrome..69i57.28

61j0j8&sourceid=chrome&espv=210&es_sm=93&ie=UTF-8#es_sm=93&espv=210&q=

%20Dr%20Constant%20Leung%20and%20Dr%20Graham%20Richardson%2C

%20Consultants.%20Summary%20and%20Recommendations%20%20…

24

IX. Appendixes

25

Appendixes

Appendix A. Students´ survey

El Cuestionario VARK - ¿Cómo aprendo mejor?

Elija las respuestas que mejor expliquen su preferencia y encierre con un círculo la

letra de su elección. Puede seleccionar más de una respuesta a una pregunta si

una sola no encaja con su percepción. Deje en blanco toda pregunta que no se

apliqué a sus preferencias.

1. Está ayudando a una persona que desea ir al aeropuerto, al centro de la ciudad

o a la estación del ferrocarril. Ud.:

a. iría con ella.

b. le diría cómo llegar.

c. le daría las indicaciones por escrito (sin un mapa).

d. le daría un mapa.

2. No está seguro si una palabra se escribe como “trascendente” o “tracendente”,

Ud.:

a. vería las palabras en su mente y elegiría la que mejor luce.

b. pensaría en cómo suena cada palabra y elegiría una.

c. las buscaría en un diccionario.

d. escribiría ambas palabras y elegiría una.

3. Está planeando unas vacaciones para un grupo de personas y desearía la

retroalimentación de ellos sobre el plan. Ud.:

a. describiría algunos de los atractivos del viaje.

b. utilizaría un mapa o un sitio web para mostrar los lugares.

c. les daría una copia del itinerario impreso.

d. les llamaría por teléfono, les escribiría o les enviaría un e-mail.

4. Va a cocinar algún platillo especial para su familia. Ud.:

a. cocinaría algo que conoce sin la necesidad de instrucciones.

b. pediría sugerencias a sus amigos.

c. hojearía un libro de cocina para tomar ideas de las fotografías.

d. utilizaría un libro de cocina donde sabe que hay una buena receta.

5. Un grupo de turistas desea aprender sobre los parques o las reservas de vida

salvaje en su área. Ud.:

a. les daría una plática acerca de parques o reservas de vida salvaje.

b. les mostraría figuras de Internet, fotografías o libros con imágenes.

c. los llevaría a un parque o reserva y daría una caminata con ellos.

d. les daría libros o folletos sobre parques o reservas de vida salvaje.

6. Está a punto de comprar una cámara digital o un teléfono móvil. ¿Además del

precio, qué más influye en su decisión?

a. lo utiliza o lo prueba.

b. la lectura de los detalles acerca de las características del aparato.

c. el diseño del aparato es moderno y parece bueno.

d. los comentarios del vendedor acerca de las características del aparato.

7. Recuerde la vez cuando aprendió cómo hacer algo nuevo. Evite elegir una

destreza física, como montar bicicleta. ¿Cómo aprendió mejor?:

a. viendo una demostración.

b. escuchando la explicación de alguien y haciendo preguntas.

c. siguiendo pistas visuales en diagramas y gráficas.

d. siguiendo instrucciones escritas en un manual o libro de texto.

8. Tiene un problema con su rodilla. Preferiría que el doctor:

a. le diera una dirección web o algo para leer sobre el asunto.

b. utilizaría el modelo plástico de una rodilla para mostrarle qué está mal.

c. le describiera qué está mal.

d. le mostrara con un diagrama qué es lo que está mal.

9. Desea aprender un nuevo programa, habilidad o juego de computadora. Ud.

debe:

a. leer las instrucciones escritas que vienen con el programa.

b. platicar con personas que conocen el programa.

c. utilizar los controles o el teclado.

d. seguir los diagramas del libro que vienen con el programa.

10. Le gustan los sitios web que tienen:

a. cosas que se pueden picar, mover o probar.

b. un diseño interesante y características visuales.

c. descripciones escritas interesantes, características y explicaciones.

d. canales de audio para oír música, programas o entrevistas.

11. Además del precio, ¿qué influiría más en su decisión de comprar un nuevo

libro de no ficción?

a. la apariencia le resulta atractiva.

b. una lectura rápida de algunas partes del libro.

c. un amigo le habla del libro y se lo recomienda.

d. tiene historias, experiencias y ejemplos de la vida real.

12. Está utilizando un libro, CD o sitio web para aprender cómo tomar fotografías

con su nueva cámara digital. Le gustaría tener:

a. la oportunidad de hacer preguntas y que le hablen sobre la cámara y sus

características.

b. instrucciones escritas con claridad, con características y puntos sobre qué

hacer.

c. diagramas que muestren la cámara y qué hace cada una de sus partes.

d. muchos ejemplos de fotografías buenas y malas y cómo mejorar éstas.

13. Prefiere a un profesor o un expositor que utiliza:

a. demostraciones, modelos o sesiones prácticas.

b. preguntas y respuestas, charlas, grupos de discusión u oradores invitados.

c. folletos, libros o lecturas.

d. diagramas, esquemas o gráficas.

14. Ha acabado una competencia o una prueba y quisiera una retroalimentación.

Quisiera tener la retroalimentación:

a. utilizando ejemplos de lo que ha hecho.

b. utilizando una descripción escrita de sus resultados.

c. escuchando a alguien haciendo una revisión detallada de su desempeño.

d. utilizando gráficas que muestren lo que ha conseguido.

15. Va a elegir sus alimentos en un restaurante o café. Ud.:

a. elegiría algo que ya ha probado en ese lugar.

b. escucharía al mesero o pediría recomendaciones a sus amigos.

c. elegiría a partir de las descripciones del menú.

d. observaría lo que otros están comiendo o las fotografías de cada platillo.

16. Tiene que hacer un discurso importante para una conferencia o una ocasión

especial. Ud.:

a. elaboraría diagramas o conseguiría gráficos que le ayuden a explicar las ideas.

b. escribiría algunas palabras clave y práctica su discurso repetidamente.

c. escribiría su discurso y se lo aprendería leyéndolo varias veces.

d. conseguiría muchos ejemplos e historias para hacer la charla real y práctica.

Appendix B. The Scoring Chart

The VARK Questionnaire Scoring Chart

Use the following scoring chart to find the VARK category that each of your answers corresponds

to. Circle the letters that correspond to your answers

E.g. If you answered b and c for question 3, circle V and R in the question 3 row.

SCORING CHART

QuestionA

categoryB

categoryC

categoryD

category1 K A R V2 V A R K3 K V R A4 K A V R5 A V K R6 K R V A7 K A V R8 R K A V9 R A K V

10 K V R A11 V R A K12 A R V K13 K A R V14 K R A V15 K A R V16 V A R K

QuestionA

categoryB

categoryC

categoryD

category3 K V R A

Appendix C. Teacher´s Interview

Name: __________________________________________________________________

Date: __________________________________________________________________

Objective: Analyze the effectiveness of the teacher’s teaching strategies in the development of her students’ learning styles.

1. What kind of learning styles do you consider your students have?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. What kind of strategies do you use to enhance your students’ preferences? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. What activities do you use with students who have a visual learning?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. What activities do you use with students who have an aural learning?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. What activities do you use with students who have a reading/writing learning?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

6. What activities do you use with students who have a kinesthetic learning?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

7. How do you combine/integrate all these activities in order to fulfill the students’ need according to their learning style?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

8. What of the strategies mentioned above have been successful in the classroom? Why?_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

9. What strategies have failed? Why?_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

10.What positive and negative results have you gotten from your students by putting into practice these strategies?

Positives:_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Appendix D. Photos

Photo 1. Teacher using strategies for reading learners

Photo 2. Teacher using the strategy “Dictation” for aural learners

Photo 3. Teacher using a strategy for kinesthetic learners

Photo 4. Kinesthetic learners unscrambling sentences

Photo 5. Kinesthetic learners unscrambling sentences

Photo 6. Students checking the sequence of the sentences

Photo 7. Teacher reading for the aural learners

Photo 8. Kinesthetic learner reading sentences

Photo 9. Writing learners working in their assignments

Photo 10. A Kinesthetic learner is participating on the board.