Application of Memletics and Grasha Riechmann Learing Style

Hangsapholyna Sar 1

ARTICLE INFO ABSTRACT

Grasha Riechmann The purpose of this study was to determine learning styles of students at Cambodian
Memletics Mekong University in order to develop teaching and learning strategies about
Collaborative effective learning styles. Another purpose of this study was to find out if there is a
Competitive significant difference on learning preferences between students from different Major
Avoidant Business English and Teaching English as a Foreign Language. The Memletics
learning styles and Grasha-Riechmann learning style survey was used to assess the
Participant
learning style preferences of the students. The study was conducted during the
Independent
semester two of 2008-2009 academic year. Population of this study was students at
Learing Style
Cambodian Mekong University. Sample of this study was randomly selected 182
students consisted of 89 students from Business English, and 93 students from
Teaching English as a Foreign Language will be chosen as the sample size in order to
represent the whole population. Students prefer all six of the styles to some degree;
no student prefers or adopts any one of the style six clusively. Instead they have
learning style profiles that show varying strengths of preferences for each of the six
styles. Students have different learning style, so the process of learning cannot just
conduct with dependent learning style but it must attract by other thing such as
collaborative, competitive, avoidant, participant, and independent learning style.
I. Background and Significances of the Study student’s attitude toward the subject, the lesser he
will learn. However, student who are good learners
People take in and process information in
have learned to adapt to a variety of teaching and
different ways. Some may prefer to receive new
learning styles.
material in one specific way, while others may be
Cambodian students and teachers (local and
equally comfortable regardless of the modality in
foreign) are happier when their styles match; there
which information is delivered. For students who
is better communication and understanding. This
show a clear preference, knowing their learning
might indicate that teaching style should adapt to
style is crucial. An awareness of a student’s
learner style. Therefore, the best learning
learning style can help a teacher increase the child
environments do necessarily conform to the
understands in the classroom, and can help
learner’s expectations. Accommodation to
students make the most out of their educational
contradictory experiences is important in
experience by using study strategies geared
development. If students are to become more
towards their particular strengths.
capable, then part of the purpose of education is
Learning styles is a broad term that includes
that they should broaden the range of their
the cognitive, affective, and physiological
learning styles. Where possible, helping learners to
dimensions of learning. Our cognitive style is how
understand their own learning processes will help
students’ perceptive and process information. Our
them to learn better and to become more
affective style is how students feel about and value
independent learners. This includes encouraging
our learning experiences. Our physiological style
learners to expand their learning styles. It is best to
involves the environment for effective learning; the
provide a variety of learning environments so that
time of day they learn best, the lighting they
a diversity of types of learners can thrive, and all
require, and the position of the bodies. While all
can attempt different styles.
components of learning styles are interesting and
Cambodian Mekong University is always
important to understand (While Keefe's, 1979).This
looking for ways to make their educational
research will have as its primary focus cognitive,
initiatives more effective. CMU administrators and
affective, and physiological learning style. Teacher
instructors at all levels are constantly under
generally teaches according to their own style of
pressure to provide more effective and efficient
learning. There is some evidence that the larger the
services. Cambodian Mekong University, teaching
divergence between the students’ learning and the
serves as an important vehicle for achieving
teacher’s teaching styles. The lower the student’s
institutional goals of increased effectiveness,
gain in achievement and the less position the
efficiency, and the enhancement of student
1Email: lyna_it_eng73@yahoo.com Tel: (+855) 16 506 873
 learning. As a result, today's highly successful
university is distinguished by the ability to have
their faculties continue to improve their efforts to
advance student learning. For many of today's and
tomorrow's students, success in a changing world
will require an ability to explore new opportunities
and learn from past successes and failures. These
ideas are neither new nor controversial. Yet it is
surprising that understanding how people learn,
which is so widely regarded as important, receives
little ongoing and explicit attention by educators
and their institutions. Too often there is a kind of
fatalism about learning; one either learns or one
does not. The inability to consciously control and
manage the learning process in university and
various classes in particular, lies in a lack of
understanding about the learning process itself and
can serve as a substantial impediment to student
learning and faculty arts, humanities and foreign
languages.
II. REVIEW OF RELATED LITERATURE AND
STUDIES
2-1 Learning Styles
Learning styles are the overall patterns that
give general direction to learning behavior. (Cohen
and Dornyei, 2002, p.176-177) underscore the well-
known fact that different learners approach
learning in a significantly different manner, and
that the concept of learning styles has been used to
refer to these differences. Learning styles seem to
be relatively stable, and, thus, teachers may not
have such a direct influence on this learner variable
as with motivation. Furthermore, many learners do
not favor one learning style to the exclusion of all
others. Nonetheless, the identification of learning
style dimensions, generally in the form of
dichotomies, is useful to describe learners’ style
preferences. Propose the following list of style
preferences which are considered particularly
relevant and useful to understanding the process of
language learning:
 Being visual, auditory or hands-on.
 Being more extroverted versus introverted.
 Being more abstract and intuitive versus more
concrete and thinking in step by-step sequence.
 Preferring to keep all options open versus being
closure-oriented.
 Being more global versus more particular.
 Being more synthesizing versus being more
analytic.
The researcher propose a reliable self-assessment
instrument and provide detailed explanations to
illustrate what these style dimensions involve in
actual learning. This hands-on activity can be used
to encourage learners to stretch their learning
styles.
2-2 Learner Strategies
Learner strategies are any specific actions or
behavior a student engages in, most often
consciously, to improve his or her own learning.
Whereas styles are general patterns, strategies are
related to the task at hand (Cohen &Dornyei, 2002,
p.178). The good language learner is at the origin of
the strategy concept:
When learning and using a second language,
learners may employ a number of strategies which
are usually aimed at improving their performance.
As it is important for learners to be in command of
a rich and personalized repertoire of language
learning strategies and for their teachers to guide
the students in their development, it is useful to go
beyond the well-known categorization of strategies
as cognitive, meta-cognitive, affective and social
(Chamot, 1987 & Oxford, 1990). Another helpful
distinction is between language learning and
communication strategies, the latter “referring to
strategies for using the language that has been
learned, however incompletely” (Cohen &Dornyei,
2002, p.178). In addition, strategies can be classified
according to the skill area to which they relate. The
researcher give a brief sampling of these strategies
from which researcher quote the part referring to
vocabulary, as these strategies cross-cut the four
basic skills, for example, the receptive skills of
listening and reading and the productive skills of
speaking and writing. Learning strategies are
defined by O’Malley &Chamot (1990, p.1) as
special thoughts or behaviors that individuals use
to comprehend, learn, or retain new information.
(Oxford, 1994, p.1) defines them as actions,
behaviors, steps, or techniques students use, often
unconsciously, to improve their progress in
apprehending, internalizing, and using the second
learning. There are a number of different names
and classification systems for learning strategies
(Hsiao & Oxford, 2002). There are few rights and
wrongs in learning strategies taxonomies, but
specific ways of organizing the strategies can be
useful for different learning and teaching situations
Learning styles have more influence than you may
realize. Your preferred styles guide the way you
learn. They also change the way you internally
represent experiences, the way you recall
information, and even the words you choose. The
researcher explores more of these features.
Learning style uses different parts of the brain. By
involving more of the brain during learning, the
learner remembers more of what they learn and use
brain-imaging technologies have been able to find
out the key areas of the brain responsible for each
learning style.
Visual: The occipital lobes at the back of the brain
manage the visual sense. Both the occipital and
parietal lobes manage spatial orientation.
Aural: The temporal lobes handle aural content.
The right temporal lobe is especially important for
music.
Verbal: The temporal and frontal lobes, especially
two specialized areas called Broca’s and
Wernicke’s areas (in the left hemisphere of these
two lobes).
Physical: The cerebellum and the motor cortex (at
the back of the frontal lobe) handle much of our
physical movement.
Logical: The parietal lobes, especially the left side,
drive our logical thinking.
Social: The frontal and temporal lobes handle much
of our social activities. The limbic system (not
shown apart from the hippocampus) also
influences both the social and solitary styles. The
limbic system has a lot to do with emotions, moods
and aggression.
Solitary: The frontal and parietal lobes, and the
limbic system, are also active with this style.
Figure 1: Memletics learning styles
2.3 David Kolb Model Learning Styles
Kolb's learning theory sets out four distinct
learning styles (or preferences), which are based on
a four-stage learning cycle. (Which might also be
interpreted as a training cycle). In this respect
Kolb's model is particularly elegant, since it offers
both a way to understand individual people's
different learning styles, and also an explanation of
a cycle of experiential learning that applies to
students. Kolb includes this cycle of learning as a
central principle his experiential learning theory,
typically expressed as four-stage cycle of learning,
in which immediate or concrete experiences
provide a basis for observations and reflections.
These observations and reflections are assimilated
and distilled into abstract concepts producing new
implications for action which can be actively tested
in turn creating new experiences. Kolb says that
ideally (and by inference not always) this process
represents a learning cycle or spiral where the
learner touches all the bases. For instance; a cycle
of experiencing, reflecting, thinking, and acting.
Immediate or concrete experiences lead to
observations and reflections. These reflections are
then assimilated (absorbed and translated) into
abstract concepts with implications for action,
which the person can actively test and experiment
with, which in turn enable the creation of new
experiences.
Kolb's model therefore works on two levels - a four-
stage cycle:
1. Concrete Experience - (CE)
2. Reflective Observation - (RO)
3. Abstract Conceptualization - (AC)
4. Active Experimentation - (AE)
and a four-type definition of learning styles, (each
representing the combination of two preferred
styles, rather like a two-by-two matrix of the four-
stage cycle styles, as illustrated below), for which
Kolb used the terms:
1. Diverging (CE/RO)
2. Assimilating (AC/RO)
3. Converging (AC/AE)
4. Accommodating (CE/AE)
Figure 2: David Kolb Model Learning Styles
It's often easier to see the construction of
Kolb's learning styles in terms of a two-by-two
matrix. The diagram also highlights Kolb's
terminology for the four learning styles; diverging,
assimilating, and converging, accommodating:
Thus, for example, a person with a dominant
learning style of doing rather than watching the
task, and feeling rather than thinking about the
experience, will have a learning style which
combines and represents those processes, namely
an Accommodating learning style, in Kolb's
terminology.
Table1: Kolb's Learning Styles - Matrix View
Watching
Doing (Active
(Reflective
Experimentation)
Observation)
Feeling (Concrete Accommodating Diverging
Experience) (CE/AE) (CE/RO)
Thinking (Abstract Converging Assimilating
Conceptualization) (AC/AE) (AC/RO)
 Diverging (feeling and watching - CE/RO) -
These people are able to look at things from
different perspectives. They are sensitive. They
prefer to watch rather than do, tending to gather
information and use imagination to solve
problems. They are best at viewing concrete
situations several different viewpoints. Kolb called
this style Diverging because these people perform
better in situations that require ideas-generation,
for example, brainstorming. People with a
Diverging learning style have broad cultural
interests and like to gather information. They are
interested in people, tend to be imaginative and
emotional, and tend to be strong in the arts. People
with the Diverging style prefer to work in groups,
to listen with an open mind and to receive personal
feedback.
 Assimilating (watching and thinking -
AC/RO) - The Assimilating learning preference is
for a concise, logical approach. Ideas and concepts
are more important than people. These people
require good clear explanation rather than practical
opportunity. They excel at understanding wide-
ranging information and organizing it a clear
logical format. People with an Assimilating
learning style are less focused on people and more
interested in ideas and abstract concepts. People
with this style are more attracted to logically sound
theories than approaches based on practical value.
These learning style people are important for
effectiveness in information and science careers. In
formal learning situations, people with this style
prefer readings, lectures, exploring analytical
models, and having time to think things through.
 Converging (doing and thinking - AC/AE) -
People with a Converging learning style can solve
problems and will use their learning to find
solutions to practical issues. They prefer technical
tasks, and are less concerned with people and
interpersonal aspects. People with a Converging
learning style are best at finding practical uses for
ideas and theories. They can solve problems and
make decisions by finding solutions to questions
and problems. People with a Converging learning
style are more attracted to technical tasks and
problems than social or interpersonal issues. A
Converging learning style enables specialist and
technology abilities. People with a Converging
style like to experiment with new ideas, to
simulate, and to work with practical applications.
 Accommodating (doing and feeling - CE/AE) -
The Accommodating learning style is 'hands-on',
and relies on intuition rather than logic. These
people use other people's analysis, and prefer to
take a practical, experiential approach. They are
attracted to new challenges and experiences, and to
carrying out plans. They commonly act on 'gut'
instinct rather than logical analysis. People with an
Accommodating learning style will tend to rely on
others for information than carry out their own
analysis. This learning style is prevalent and useful
in roles requiring action and initiative. People with
an Accommodating learning style prefer to work in
teams to complete tasks. They set targets and
actively work in the field trying different ways to
achieve an objective.
2-4 Honey and Mumford's Variation on the Kolb
System
Various resources (including this one in the past)
refer to the terms activist, reflector, theorist, and
pragmatist (respectively representing the four key
stages or learning steps) in seeking to explain
Kolb's model. In fact, activist, reflector, theorist,
and pragmatist are from a learning styles model
developed by Honey and Mumford, which
although based on Kolb's work, is different.
Arguably therefore the terms activist, reflector,
theorist, and pragmatist effectively belong to the
Honey and Mumford theory.
Peter Honey and Alan Mumford developed
their learning styles system as a variation on the
Kolb model while working on a project for the
Chloride Corporation in the 1970's. Honey and
Mumford say of their system:
 "Our description of the stages in the
learning cycle originated from the work of David
Kolb. Kolb uses different words to describe the
stages of the learning cycle and four learning
styles..."And, "...The similarities between his model
and ours are greater than the differences…" (Honey
& Mumford,1995)
In summary here are brief descriptions of
the four Honey & Mumford key stages/styles,
which incidentally are directly mutually
corresponding and overlaid, as distinct from the
Kolb model in which the learning styles are a
product of combinations of the learning cycle
stages. The typical presentation of these Honey &
Mumford styles and stages would be respectively
at north, east, south and west on a circle or four-
stage cyclical flow diagram.
1. Having an Experience, and Activists: here and
now, gregarious, seek challenge and immediate
experience, open-minded, bored with
implementation.
2. Reviewing the Experience and Reflectors:
stand back, gather data, ponder and analyze,
delay reaching conclusions, listen before
speaking, thoughtful.
3. Concluding from the Experience and
Theorists: think things through in logical steps,
assimilate disparate facts into coherent
theories, rationally objective, and reject
subjectivity and flippancy.
4. Planning the next steps and Pragmatists: seek
and try out new ideas, practical, down-to-earth,
enjoy problem solving and decision-making
III.
quickly, bored with long discussions.
There is arguably a strong similarity between the
Honey and Mumford styles/stages and the
corresponding Kolb learning styles:
 Activist = Accommodating
 Reflector = Diverging
 Theorist = Assimilating
 Pragmatist = Converging
2.5 Grasha Riechmann Learning Styles Scales
Grasha-Reichmann’s Student Learning Styles
Scales focuses more on students’ preferences for
the learning environment. It identifies six different
styles; Independent, Avoidant, Collaborative,
Dependent, Competitive, and Participant (Grasha.
A, 1996, p. 31-34& p.127)
 Independent Learning Styles
Students who like to think for themselves and are
confident in their learning abilities. Prefer to learn
the content that they feel is important and would
prefer to work alone on course projects than with
other students.
 Avoidant Learning Styles
Avoidant students are not enthusiastic about
learning content and attending class. They are slow
to participate with students and teachers in the
classroom. They are uninterested and often
overwhelmed by what goes on in class.
 Collaborative Learning Styles
Typical of students who feel they can learn by
sharing ideas and talents. They cooperate with the
teacher and like to work with others.
 Dependent Learning Styles
Dependent students show little intellectual
curiosity and who learn only what is required.
View teacher and peers as sources of structure and
support and look to authority figures for specific
guidelines on what to do.
 Competitive Learning Styles
Students who learn material in order to
perform better than others in the class. Believe they
must compete with other students in a course for
the rewards that are offered. Like to be the center
of attention and to receive recognition for their
accomplishments in class.
 Participant Learning Styles
Good citizens in class. Enjoy going to class and
take part in as much of the course activities as
possible. Typically eager to do as much of the
required and optional course requirements as they
can (Grasha.A, 1972, p.144-147).
RESEARCH METHODOLOGY
The study Application of Memletics and Grasha
Riechmann Learing Style. The data of this research
is primarily got from two sources of information:
the primary data and the secondary data.
3.1 Research Instruments and Data Questionnaires
Based on the researched topic “Application of
Memletics and Grasha Riechmann Learing Style”,
it can be concluded that the researcher had the
purpose of assessing the students learning styles at
Cambodian Mekong University. Its purpose is to
find out the appropriated learning styles and new
techniques for teachers and students.
Questionnaires are conducted in order to explore
the weak points and strong points of students
learning styles.
3.2 Identify the variables
In order to make this research more meaningful
and clearly, the variables are identified clearly
before conducting the research. The researcher
divided the variables into two kinds, the Competitive, Collaborative, Avoidant, Participant,
dependent variables and the independent Dependent, and Independent Learning Style Therefore,
variables. the researcher will list and/or examine Memletics and
Dependent Variable is the variable that is Grasha-Riechmann Model.
affected by the result, or outcome of another
IV. Results
variable. Dependent variable is something that 4.1 Analysis of the Finding
depends on other factors. In this research, the The 182 students (females-N=86, males- N=96)
dependent variable is “Effective Students Learning responded and completed the learning styles
Styles”. It means that to be effective students or questionnaires. Responses to the questionnaires
good learner will be affected by the materials, were compared for demographic differences such
student them self, and teacher. as age and gender, both within the group and
Independent Variables are the variables that where possible against the general norms.
can have influences on the dependent variables. Significant differences were found in the following
The cause variables, the one that identifies forces, measures.
or conditions that act on something else is
independent variables. It is all the variables that Learning Style is important Total
influences on the Effective Students Learning
Styles such as memletices and Grasha-Riechmann Age 40%-60% 60%-80% 80%-100%
model toward the class.
3.3 The Relationship between Dependent and 15-25 15 61 69 145
Independent Variables
26-35 8 12 11 31

More 1 3 2 6
than 35

Total 24 76 82 182

Learning Style is important

Age TEFL BE Total

15-25 71 74 145

26-35 19 12 31
Figure 3: The Relationship between Dependent &
Independent Variables More 3 3 6
than 35
3.4 Collection of Data/Gathering Procedures
Total 93 89 182
Data were collected for the study during the academic
years 2008-2009. Firstly, relevant students were
The Memletics Learning Styles
conducted questionnaires to collect data in the study.
Secondly, Memletics and Grasha-Riechmann Model
were gathered to see what type and which learning style Solitary Visual
were being used. Thirdly, researcher made observation 15% 15%
on students learning styles to see the actual
implementation of teaching. Finally, researcher did the
questionnaires to collect data from both teacher and Social Verbal
student in qualitative and quantity data. The procedures 14% 14%
of collecting data are presented in the following sections.
Memletics and Grasha-Riechmannis important
model in process of learning effectively. It is the material
Logical Aural
that is used to make the process of learning effectively. 14%
14%
Firstly, Memletics Modal includes: Visual, Verbal, Physical
Aural, Physical, Logical, Social, and Solitary Learning 14%
Style. Secondly, Grasha-Riechmann Model includes:
 Students while learning the subject mostly use
all the elements at the same time. This survey shows that
3250
3200
Memletics learning style is commonly used by the
3150
students to learn a particular area of study. Therefore all
3100
the elements found on the Memlitics are correlated with
3050
each other and is working together to attain
3000 effectiveness in learning.
2950 Students prefer all six of the styles to some
2900 degree; no student prefers or adopts any one of the style
2850 six clusively. Instead they have learning style profiles
2800 that show varying strengths of preferences for each of
the six styles. Students have different learning style, so
the process of learning cannot just conduct with
dependent learning style but it must attract by other
The Grasha-Riechmann Learning Styles Scales thing such as collaborative, competitive, avoidant,
participant, and independent learning style.
In short, the researcher has discussed the
significance learning styles in Cambodian Mekong
Participant Independent University and provided some empirical evidence to
17% 17%
indicate that CMU’s students exhibit distinctive learning
style characteristics. To understand and respect
individual's diverse learning styles, the researcher
suggest that teachers employ instruments to identify
Avoidant students' learning styles and provide instructional
Competitive 14% alternatives to address their differences, and that
17%
teachers plan lessons to match students' learning styles
while at the same time encouraging students to diversify
their learning style preferences. By doing this teacher
can assist our students in becoming more effective
language learners.
Dependent Collaborative V. Conclusion
17% 18% Clearly these Cambodian Mekong University’s
students prefer personalized learning where the
instructor is well acquainted with the whole student,
3500
where the student is actively involved with others, and
3000 where the student is participating in the learning
2500 activities. They also have good expectations of the grade
2000 they will learn in the class in which they are enrolled.
Conversely, these students prefer not to have their work
1500 compared with others publicly, do not favor learning
1000 activities involving mathematics, and prefer not to have
500 to read as a primary means of learning.
Information about style can help faculty become
0 more sensitive to the differences students bring to the
classroom. It can also serve as a guide in designing
learning experiences that match or mismatch students'
styles, depending on the teacher's purpose. Matching is
particularly appropriate in working with poorly
prepared students and with new college students, as the
most attrition occurs in those situations. Some studies
This part of the thesis is focusing much on the show that identifying a student's style and then
result of the research finding. The research presents that providing instruction consistent with that style
most of the learning style, Memletics learning style that contribute to more effective learning. In other instances,
can be used in process of leaning at Cambodian Mekong some mismatching may be appropriate so that students'
University. Answering to last objective of the thesis, experiences help them to learn in new ways and to bring
Evaluation the Memletics learning styles and Grasha- into play ways of thinking and aspects of the self not
Riechmann learning styles; previously developed. Any mismatching, however,
should be done with sensitivity and consideration for
students, because the experience of discontinuity can be
very threatening, particularly when students are weak
in these areas. Knowledge of learning style can thus help
faculty design experiences appropriate for students in
terms of matching or mismatching and enable them to
do so thoughtfully and systematically.
Recommendations
The most pressing need is to learn more about
the learning styles of Cambodian Mekong University’s
students a particularly important subject in the face of
participation and graduation rates that indicate higher
education is not serving all students well. Changing
demographics portend an even more diverse student
body in the future, with increasing numbers of
Cambodian Mekong University. Instruments that take
cultural differences into account need to be developed.
Second, research is needed to clarify how much
difference it makes if teaching methods are incongruent
with a student's style. Studies that speak to the role and
potency of style, seen in conjunction with other
important variables, would help teachers significantly.
The development of better instrumentation to identify
styles should be a key part of such research. Third,
research is needed to illuminate the connections and
interaction between style, developmental stage,
disciplinary perspectives, and epistemology. A better
understanding of the link between them would provide
a helpful framework for examining teaching
methodologies, the role of learning in individual
development, and the use of the disciplines to promote
more complex and integrative thinking.
Limitations
On-going action research has built-in limitations
related to time, place and particular individuals. In this
case, this research focuses mainly on students and
teaching approach on students who are studying
Business English and Teaching English as a Foreign
Language in second year and third year Cambodian
Mekong University in the academic year 2008-2009.
Acknowledgements
I would like to pay my highly appreciation and
thankful for those people who have helped and
contributed so many useful resource, ideas, and time
toward the completion of this thesis. Without their help, I
could not be able to finish.
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Witkin, H., Moore, C., Goodenough, D. and Cox, P.
(1977).Field-dependent and field-independent cognitive
styles and their educational implications. Review of
Educational Research 47
Mills, D. W. (2002). Applying what we know: Student learning
styles. Retrieved July 07, 2009, from:
http://www.csrnet.org/csrnet/articles/student-
learning-styles.html
VARK.(2001). The VARK Categories. Retrieved July 01, 2009,
from:http://www.vark-learn.com/english/page.asp
Hartman, V.F. (1995). Teaching and learning style preferences:
Transitions through
technology. VCCA Journal 9, no. 2: 18-20.
 Questionnaire for Students

I. Students General Information:

1. Age:  A. 15-25  B. 26-35 C. more than 35

2. Sex:  A. M  B. F
3. Faculty of Arts, Humanities and Foreign Languages, which majoring are you in?
 A. Teaching English as a Foreign Language (TEFL)
 B. English Business (EB)
4. To know your learning style is important for you?
 A. 40%-60%  B.60%-80% C.80%-100%
II. Students Learning Style:

Answer each statement by ticking each answer box. Use these ratings as a guide when
you answer each statement:
1=Strongly Disagree 2=Disagree 3= Undecided 4= Agree 5=Strongly Agree
Statement 1 2 3 4 5

1. You have a personal or private interest or hobby that you like to do

alone.
2. You are happy in your own company. You like to some things alone
and away from others.
3. You are goal oriented and know the directions you are going.

4. You would prefer to physically touch or handle something to

understand how it works.
5. You spend time alone to reflect and think about important aspects of your
life
6. You like to read everything. Books, newspapers, magazines, menus,
signs, the milk carton etc.
7. English, languages and literature were favourite subjects at school.

8. You love telling stories, metaphors or anecdotes

9. You have a great vocabulary, and like using the right word at the
right time
10. You easily express yourself, whether its verbal or written. You can
give clear explanations to others.
11. You can easily visualise objects, buildings, situations etc from plans
or descriptions.
12. In school you preferred art, technical drawing, geometry.

13. You like using a camera or video camera to capture the world around
you.
14. You like books with lots of diagrams or illustrations.

15. You have a good sense of colour.

16. You like listening to music - in the car, studying, at work.

17. Music was your favourite subject at school

18. You use rhythm or rhyme to remember things, eg phone numbers…

19. You hear small things that others don't.

20. You can play a musical instrument or you can sing on (or close to)
key
21. You use lots of hand gestures or other physical body language when
communicating with others.
22. You like making models, or working out jigsaws.
23. In school you liked sports, wood or metal working, craft, sculptures,
pottery.
24. You like the texture and feel of clothes, furniture and other objects.
25. You like to think out ideas, problems, or issues while doing something
physical.
26. You can balance a chequebook, and you like to set budgets and other
numerical goals.
27. You like identifying logic flaws in other people's words and actions.

28. You use a specific step-by-step process to work out problems.

29. You like to understand how and why things work. You keep up to
date with science and technology.
30. You easily work with numbers, and can do decent calculations in your
head.
31. You are OK with taking the lead and showing others the way ahead.
32. You like getting out of the house and being with others at parties and other social
events.
33. You have a number of very close friends.
34. You communicate well with others and often act as a mediator between
them.
35. You like to listen. People like to talk to you because they feel you
understand them.

Answer each statement by ticking each answer box. Use these ratings as a guide when
you answer each statement:
1=Strongly Disagree 2=Disagree 3= Undecided 4= Agree 5=Strongly Agree

Statement 1 2 3 4 5

1. I prefer to work by myself on assignments in my courses.

2. I often daydream during class.

3. Working with other students on class activities is something I enjoy doing.

4. I like it whenever teachers clearly state what is required and expected.

5. To do well, it is necessary to compete with other students for the teacher’s

attention.
6. I do whatever is asked of me to learn the content in my classes.

7. My ideas about the content are often as good as those in the textbook.

8. Classroom activities are usually boring.

9. I enjoy discussing my ideas about the course content with other students.

10. I rely on my teachers to tell me what is important for me to learn.

11. It is necessary to compete with other students to get a good grade.

12. Class sessions typically are worth attending.

13. I study what is important to me and not always what the instructor says is
important.
14. I very seldom am excited about material covered in a course.

15. I enjoy hearing what other students think about issues raised in class.

16.I only do what I am absolutely required to do in my course.

17. In class, I must compete with other students to get my ideas across.

18. I get more out of going to class than staying at home.

19. I learn a lot of the content in my classes on my own.

20. I don’t want to attend most of my classes.

21. Students should be encouraged to share more of their ideas with each other.

22. I complete assignments exactly the way my teachers tell me to do them.

23. Students have to be aggressive to do well in courses.

24. It is my responsibility to get as much as I can out of a course.

25. I feel very confident in my ability to learn on my own.

26. Paying attention during class sessions is very difficult for me to do.

27. I like to study for tests with other students.

28. I do not like making choices about what to study or how to do assignments.

29. I like to solve problems or answer questions before anyone else can.

30. Classroom activities are interesting.

Please add below any other comments you want to make about Learning Style in general

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Thank you for your time

 Questionnaire for Teacher

I. BIODATA

1. GENDER:  A. M  B. F
2. AGE: ...........

II. TEACHING EXPERIENCE AND PROFESSIONAL DEVELOPMENT

1. How many years have you been in the profession?
………………………………………………………………………………………..…………
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2. If you are a foreign language teacher, have you stayed in a country where that
language is spoken as a mother tongue?
 A. YES  B. NO

3. Which in-service training sessions of any kind did you attend?

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4. Have you been involved in any language awareness project?

 A. YES  B. NO

5. Following are a number of beliefs which some teachers consider important and other teachers consider
not so important. There are no right or wrong answers. Each item is followed by a five-point scale.
Indicate your judgment by ticking each answer box. Please answer all items.
1=Strongly Disagree 2=Disagree 3= Undecided 4= Agree 5=Strongly Agree

Statement 1 2 3 4 5

1. The Educational Authorities are doing their best to improve

university ‘s quality of education.
2. I wish I had more homogeneous classes
3. I wish I could teach another subject
 4. I would like to have another job
5. I worry about mixed ability classes
6. My students’ achievements really motivate me to go on with my
job
7. The Director and her/his team are doing an excellent job at our
educational institution
8. I wish the Educational Authorities valued my job as I deserve
9. Introducing several languages in class is a waste of time
10. Language learning helped me to change my attitudes and personal
beliefs towards other communities and cultures
11. I’m fully satisfied with my job
12. I share my personal feelings with my students
13. I show my students that I care for their personal problems
14. I allow students real choices about any aspect of the learning process
15. I regularly include tasks in my class that yield tangible, finished
products
16. I always indicate my students that I believe in their capability to
complete the tasks
17. I usually show my students that I care about their progress in the
learning process
18. I share my personal interest in languages with my students
19. I usually notice and react to any positive contributions from my
students

Please add below any other comments you want to make about Students Learning Style in
general

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THANK YOU VERY MUCH FOR PARTICIPATING!