Identifying Adult Language Learning Styles in English Proficiency Courses

Soran Karim Salim

doi:10.21271/zjhs.24.2.20

توێژەران

Soran Karim Salim Language Centre / Salahaddin University-Erbil

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https://doi.org/10.21271/zjhs.24.2.20

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: adults, graduate, visual, aural, read/write, touch.

پوختە

Traditionally, English classes tend to focus on grammar, vocabulary, reading, writing, speaking or listening skills. However, there is little space to talk about the students’ preferred learning styles. This paper focuses on learners’ learning styles favourites and their possible effect on the teaching and learning as well as design and selection of the text books for adults. A group of about 45 adult students, taking a course called 'English Proficiency Course' at the Language Centre/ Salahaddin University, participated in this study. The students, later, might need English language certificate for their educational studies such as MA, MSc, PhD in various areas. The participants were asked to select the styles from the VARK questionnaire. Then the data was collected before it is been analysed. The outcomes of which were analysed into some of the major Learning Styles such as 'visual, audio, read/write and kneithetic/tactile' preferences. The results indicated that the most dominant style is Aural (14.72%) and Visual (13.71%), followed by Read/Write (13.24%). The least preferred style by adults was Kinesthetic which is (10.97%) only. Based on the available research results, it is proposed that the teaching styles need to be matched to students’ learning style and that the materials which are taught. Moreover, curriculum designers should design teaching books that suits students’ learning preferences. The pedagogical implications of these findings are discussed, and the suggestions for future research.

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