Foreign Literature and Studies

1. Learning and Learning Styles

Learning (ikaw bahala maglagay basta tignan mo sa mga sources, pdf)

Awla (2014) states that understanding students’ learning style and preferences can benefit
both students and teachers. His paper have three parts: first, to define and classify the concept of
learning styles; second, to give an account of the significance of identifying and understanding
learners’ learning styles; third, to argue that students will have better achievements, if their
teachers’ styles or the way they receive instruction matches their learning style.

As cited by Awla (2014), learning styles play a significant role in the lives of learners.
When students recognize their own learning style, they will be able to integrate it into their
learning process. As a result, learning process will be easier, faster, and more successful.
Another benefit of identifying learners’ style is that it assists them in solving problems more
effectively. The more successful learners at dealing with their problems, the better they will
control their own lives. (Biggs, 2001). Moreover, understanding learning style helps learners in
learning how to learn. By that means, learners become more independent and accountable for
their own learning. Accordingly, learners’ confidence will increase and teachers control over
learners will lessen. At this point, learners become the center of the learning process and control
their learning while teachers act as facilitators (Gilakjani and Ahmadi, 2011).

In addition, (Ldpride,n.d.) suggests three advantages of identifying learning styles:

Academic, personal, and professional advantages. Academic benefits include enhancing
students learning ability, triumph over all educational stages, finding out how to study in an ideal
way and gain good grades on tests and exams, controlling classroom limitations, alleviating
frustration and levels of stress, and broadening your existing repertoire of learning strategies.
Personal merits include increasing students’ self-esteem and self-confidence, learning how to
best optimize learners’ brain, knowing students strong and weak points, learning how to make
learning more enjoyable, increasing motivation for learning, and learning how to strengthen
students’ innate abilities and skills. Professional virtues encompass being informed of
professional topics, gaining an advantage over competition, being effective in team management,
developing students’ sales kills, and surging power of earning.

(FIRST TO 3RD PARAGRAPH ASA FOLDER NA “DONE” YUNG SOURCE.

PACHECK)

Reading and Watching (Differentiate in connection to learning)

State of Study of learning style…. Author recommended developments and innovations

Perceptual Learning style and difference of reading and watching in learning (Di ko alam kung
pano to isacite) (open pdf : f3c77c01f7d6c834c392080b7d304553c65f)

Ellis (2005) proposes the concept of learner-instruction matching. In his opinion, the
optimal type of instruction will be that which matches the individual learner’s preferred approach
to learning. Whether from the perspective of learner-instruction matching or of the relationship
of learning style and learning strategy, it is necessary to study learning style.

Perceptual learning style also referred to as sensory learning style, concerns with the
involvement of learner’s sense organs in the process of learning, such as eyes and ears. Learners
employ their sense organs to process the stimuli from outside. There are five styles fall into this
type, namely, visual learning (learn by seeing), auditory (learn by hearing), reading/writing
(learn by processing text), tactile learners (learn by touching), and kinesthetic learning/practical
learning (learn by doing). Visual learners prefer to learn by reading books, seeing words, or
looking at some teaching tools. They prefer to look at the written words on the blackboard than
to only listen to the teacher. Therefore, they like the teacher to write more than to talk more in
classroom. The PPT presentation is suitable to these learners because it presents words, and
pictures or charts. This type of learners will feel comfortable when teacher use the translation-
grammar teaching approach. Auditory learners, also referred to as verbal learners, prefer to learn
by listening. For them, they may enjoy to have interactions with others by talking. They may
dislike reading books. So, in formal instruction settings, they would rather to listen more than to
see more. A few teaching approaches may suit them, such as the oral approach, the situational
approach, the audio-lingual approach, and communicative approach. Tactile learners and
kinesthetic learners are similar. The former prefers to learn by feeling or touching something
with their hands while the later like movement. Learners of these two kinds will feel comfortable
when teacher use the total physical response approach.

Precious----

Honey & Mumford’s model and the Dunn & Dunn’s kunin work nila

1. Gantasala, Venugopal & Gantasala, Swapna. (2009). Influence of Learning Styles.

International Journal of Learning. 16. 169-184. 10.18848/1447-
9494/CGP/v16i09/46612.

Gantasala, Ve. & Gantasala, S. (2009) states that, “Learning is a lifelong process and is a
continuous and never-ending improvement that should be integral to the way courses are taught.”
Li, et al,. 2008 was cited by the authors where learning was defined “as a person’s focus on
different types of information, perceiving it and the assimilation of it”. The same study explored
the learning styles of management Students enrolled for their Master’s program in management
with an affiliated college of the Osmania University in Hyberadad, India. The researchers
employed their methodology based on the two learning theory models presented, viz. Honey &
Mumford’s model and the Dunn & Dunn’s learning style theories and they found out that

The same article indicated a result stating that male students were more pragmatic and
theoretic in comparison to female students and that two men were more reflective and activist in
their approaches. Further, the difference however was significant only in the theorist component
statistically (p=0,033 < 0, 05) (Gantasala and Gantasala, 2009). Moreover, Gantasala and
Gantasala (2009) indicated that for the Dunn & Dunn’s Learning Style Theory the difference in
approaches was even less conclusive and the same can be stated for the differences between the
first year and second year students. More importantly the result of their study states that that
demographic variables like gender and year of study had no influence on learning style
preferences and the choice is based on individual’s cognitive make-up and cultural background.
In sum, Gantasala and Gantasala (2009) confirms the Dunn and Dunn Theory when the study
extracted using the firth factor analysis the three factors that students practically use - Visual,
Auditory, and Kinesthetic. In addition, further analysis “resulted in the extraction of four
dimensions (namely, reflectors, theorists, activists, and pragmatists), this reiterate the Honey and
Mumford’s learning style theory.” The same study clearly states “that the course design and
curriculum should closely parallel students’ learning style preferences to improve academic
excellence and attitude toward learning” (Gantasala and Gantasala, 2009).

2. Csapo, N. & Hayen, R. (2006). The role of learning styles in the teaching/learning
process. Issues in Information Systems. 129-133.

Csapo and Hayen (2006) is a study which analyzes learning style types for a variety of
students at different grade levels where 2,170 students from grade 4-12 completed the
questionnaire to determine if their learning style was auditory, visual, or tactile/kinesthetic. The
study Data was gathered at five public school districts in three states at the secondary, middle
school, and elementary level. The same study used a 36-item descriptive survey instrument to
determine the type and strength of their learning style (auditory, visual, or kinesthetic. Kolb was
cited by Csapo and Hayen (2006) where it explained that the factors that shape and influence
learning styles were Kolb identified “five particular levels of behavior: Personality types, early
educational specialization, professional career, current job role, and adaptive competencies.” The
findings of the same sudy was found to be consistent whereas there is “change in students’
learning style type as they progress through their education.” Further, the same authors stated
that when teachers and students understand how they learn and their preferred ways to learn, the
probability for learning increases. The literature also indicates a difference in the learning style
types of students in different academic programs. In addition, research has shown that
individuals have adopted the learning style characteristics of those they work closely with, also
contributing to an occupational pattern of learning style types.
 3. De Houwer, Jan & Barnes-Holmes, Dermot & Moors, Agnes. (2013). What is learning?
On the nature and merits of a functional definition of learning. Psychonomic bulletin &
review. 20. 10.3758/s13423-013-0386-3.
Learning

De Houwer, Barnes-Holmes and Moors (2013), focused on the problems of learning

which is its functional definition where “Learning has been defined functionally as changes in
behavior that result from experience or mechanistically as changes in the organism that result
from experience.” According to this paper learning’s definition is problematic. Significantly the
study defines learning as an ontogenetic adaptation. The research further explained that “as
changes in the behavior of an organism that result from regularities in the environment of the
organism.”

4. Dunlosky, J., Rawson, K., Marsh, E., Nathan, M. and Willingham, D. (2013). Improving
Students’ Learning With Effective Learning Techniques. Psychological Science in the
Public Interest, 14(1), pp.4-58.

Dunlosky, et. al. (2013), evaluated ten learning techniques that can improve learning. Among
the ten, five techniques received a low utility assessment, namely - summarization, highlighting,
the keyword mnemonic, imagery use for text learning, and rereading (Dunlonsky, et. al., 2013).
The same article discussed that “summarization and imagery use for text learning have been
shown to help some students on some criterion tasks, yet the conditions under which these
techniques produce benefits are limited, and much research is still needed to fully explore their
overall effectiveness.” On the other hand, the article stated that keyword mnemonic is difficult to
implement in some contexts, and it appears to benefit students for a limited number of materials
and for short retention intervals. Lastly, most students report rereading and highlighting,
however, these techniques do not consistently boost students’ performance, so other techniques
should be used in their place (e.g., practice testing instead of rereading).

Furthermore, techniques like practice testing and distributed practice received high utility
assessments because they benefit learners of different ages and abilities and have been shown to
boost students’ performance across many criterion tasks and even in educational contexts.
Meanwhile, according to the same article “elaborative interrogation, self-explanation, and
interleaved practice received moderate utility assessments; and the same fell short of a high
utility assessment because the evidence for their efficacy is limited. Dunlonsky, et. al. (2013),
nevertheless, recommend the techniques which received moderate-utility ratings since they show
enough promise for them to be used in appropriate situations.

5. Ghavifekr, S. & Rosdy, W.A.W. (2015). Teaching and learning with technology:
Effectiveness of ICT integration in schools. International Journal of Research in
Education and Science (IJRES), 1(2), 175-191.
Learning

Ghavifekr and Rosdy (2015) looks into how ICT (Integration of Information, Communication,
and Technology) effects how an individual learns. Citing Grabe (2007) the same article states
that technology integration nowadays has gone through innovations and transformed our
societies that has totally changed the way people think, work and live. “Technology is an
important issue in many fields including education” because it has become the knowledge
transfer highway in most countries (Ghavifekr and Rosdy, 2015). Moreover, the need for ICT
integration in education is crucial, since technology’s help, teaching and learning is not only
happening in the school environment, but also can happen even if teachers and students are
physically in distance. However, citing Young (2003), the authors supplements that ICT
integration is not a one-step learning process, but it is a continual process of learning that
provides proactive teaching-learning environment.

6. Xu, W. (2011). Learning Styles and Their Implications in Learning and Teaching. Theory
And Practice In Language Studies, 1(4). doi: 10.4304/tpls.1.4.413-416

Xu (2011), evaluates learning styles for Language studies. Everyone has different
educational and cultural background, different personalities, and different learning experience,
everybody differs in his ways of learning a foreign language, which leads to different degrees of
success (Xu, 2011). These preferred ways differ and are usually refered to as “learning style. The
same article states that the tern, “learning style”, comes from general psychology. Further the
author cites various authors that defined learning style. One of which is Ellis (2005) who
defined that “learning style as “the characteristic ways in which individuals orientate to problem-
solving.” The author further stated that learning style is a consistent way of functioning, which
reflects underlying causes of behavior. Moreover, the author quoted Cornett’s definition of
learning style as the overall patterns that will give general direction to learning behavior. On the
other hand, the article also cited Dunn and Griggs definition that learning style as the
biologically and developmentally imposed set of characteristics that make the same teaching
method wonderful for some and terrible for others.

The article further states that there are over seventy learning style models and each model is
made up of at least two specific learning styles. The article then proceeds with the three major
types of learning style: perceptual learning styles, cognitive learning styles, and personality
learning styles.

Accordingly, Xu (2011) discussed that “Perceptual learning style also referred to as sensory
learning style.” This learning style concerns with the involvement of learner’s sense organs in
the process of learning, such as eyes and ears. Learners employ their sense organs to process the
stimuli from outside. The five styles which falls into this type are: visual learning (learn by
seeing), auditory (learn by hearing), reading/writing (learn by processing text), tactile learners
(learn by touching), and kinesthetic learning/practical learning (learn by doing).

The article also explained that, “visual learners” prefer to learn by reading books, seeing
words, or looking at some teaching tools and they prefer to look at the written words on the
blackboard than to only listen to the teacher. Therefore, they like the teacher to write more than
to talk more in classroom. Powerpoint presentation is suitable to these learners because it
presents words, and pictures or charts.

Meanwhile, “auditory learners”, also referred to as verbal learners, prefer to learn by

listening and they may enjoy to have interactions with others by talking, so in formal instruction
settings, they would rather to listen more than to see more. A few teaching approaches may suit
them, such as the oral approach, the situational approach, the audio-lingual approach, and
communicative approach.
 Lastly, “Tactile learners and kinesthetic learners” are similar. Tactile prefer to learn by
feeling or touching something with their hands while the kinesthetic like movement. Learners of
these two kinds will feel comfortable when teacher use the total physical response approach.

Cognitive Learning Styles Cognitive learning styles include „focuser‟ and „scanner‟,
„serialists‟ and „holists‟, „divergent‟ and „convergent‟ thinkers, „field dependence‟ (global
leaner) and field independence‟ (analytic learner). Some of them are over-lapping in meaning.
And most important pair is field independence and field dependence, which has been
investigated widely in relation to L2 language learning. Field-independent learners, also known
as analytic learners, can be described as the learners who would like to focus on details of a
foreign language and to break down a whole thing into parts or pieces. They may ignore the
whole picture when concentrating on details. They are good analysts. They would like to analyze
a reading passage or a sentence into parts trying to get the exact meaning. For field-dependent
learners, they are global learners. They would like to focus on whole thing of the learning
material, whether a passage or a sentence. They are good at grasping the main points and the
general structure. Johnson (2003) points out “the filed independent subjects seemed to be better
learners”(p.32) when he mentions the tests carried out by Naiman et al. These tests involved
personality and cognitive styles, among which only two are reported to give positive correlations
with language-learning success. One is tolerance of ambiguity and the other one is field-
independence. Ellis (2005) mentioned two hypotheses. One hypothesis suggests that “field-
dependent learners do better in formal language learning, while field-independent learners do
better in informal language learning.” (p.63)The other hypothesis suggests “field dependent
learners will interact more and seek out more contact with other users of the L2”. (p.63)
However, these two hypotheses are very controversial. As Ellis points out, “the research into
field dependence/field independence has shed little light on the relationship between cognitive
style and L2 learning.” (Ellis, 2001, p.66) C. Personality Learning Styles As far as I know, there
are two types of learners in terms of personality: reflective learner and impulsive learner.
Reflective learners prefer accuracy to fluency. They would like to think more carefully and more
thoroughly before they speak or write or do any other production tasks. And they try to avoid
making mistakes. They are careful learners. On the other hand, impulsive learners, as the name
suggests, they are bold in character and they would like to take risks. They prefer fluency to
accuracy. They probably make more mistakes than reflective learners. D. Learners of
Compound Learning Styles Learners of compound learning styles refer to those who have more
than one strong learning style. It is possible that a learner may be a visual learner and an
impulsive learner at the same time. The research into this type of learner is limited. I think there
are a few possible combination models and they remain to be testified. I paraphrase

Xu (2011), stated that language teachers should take the differences of learning style into
account in the process of teaching and that they should teach in a balanced way according to the
range of students’ learning style. Thus, the same article stated that one teaching approach cannot
work for everyone in a class so different teaching approaches may be integrated and different
tasks or activities may be done in classroom to please all the students to furhter produce better
teaching results.

7. sdfgb

Local studies and Literature

Learning and learning styles

Perceptual learning style: difference of reading and watching

Bibliography:

Awla, Hawlar. (2014). International Journal of Language and Linguistics. 2. 241. 10.
11648/j.ijll.20140203.23.