UPSI Digital Repository (UDRep)
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UPSI Digital Repository (UDRep)
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| Full Text : Universiti Pendidikan Sultan Idris |
| This case study was conducted in Sultan Idris University of Education (UPSI) in late 2002, to investigate the differences in language learning styles between male and female bilingual undergraduates, with respect to their sensory (i.e. visual, auditory, tactile, and kinesthetic modes) and sociological (i.e group, and individual modes) preferences. The study also investigated the relationships between the degree of bilingualism and the various language learning styles above among the undergraduates from different gender groups. The sample of the study consisted of 119 mixed-race, male and female undergraduates undergoing the basic TESL degree program in the university. The case study utilized the survey and correlational method of analysis. The independent variable in this study was the degree of bilingualism, as measured by the Language Background Questionnaire (LBQ), while the dependent variable was the undergraduate's language learning styles, as measured by the Perceptual Learning Style Preference Questionnaire by Joy Reid (1984). The intervening variable was the undergraduate'S gender (male and female). The research findings indicated that female undergraduates had slightly higher degree of bilingualism, as assessed by their language background, compared to the male undergraduates. On average, they spoke more English with their parents, siblings and friends at home and in the lecture rooms. They also tended to use more English in their daily activities. There were also generally no significant differences in the visual and auditory language learning styles between the two gender groups, except for the tactile ii and kinesthetic learning styles. There were also no significant differences in their preference for both the group and individual learning styles. However, the findings indicated that there was a tendency for the male undergraduates to prefer the tactile and kinesthetic learning style compared to the female undergraduates. The research findings further indicated that the undergraduates with a higher degree of bilingualism had a higher preference for the visual, auditory, and kinesthetic learning styles, and also a higher preference for learning in groups. However, there were no statistically significant relationships between the undergraduates' degree of bilingualism and the tactile and individual learning styles. The study proves that individuals (i.e. undergraduates) have a variety of learning styles. It is recommended that educators (lecturers/teachers) incorporate a variety of active learning strategies to accommodate this diversity of learning styles. They can vary their instructional techniques to meet the needs of their students with contrasting styles of learning. To cater for the male learners' needs and higher preferences for the tactile and kinesthetic learning styles, educators may utilize more activities that involve "hands-on" learning through the manipulation of resources. Lastly, to cater for the female learners' needs and higher preferences for the visual, auditory, group and individual learning styles, they may also utilize activities that involve listening to instruction, learning through small-group activities, class discussions, and individualized conferences or tutorial sessions. III |
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