Teaching Styles of Language Teachers in the New Normal

The ways in which an individual characteristically acquires, retains, and retrieves information are collectively termed the individual's learning style. Mismatches often occur between the learning styles of students in a language class and the teaching style of the instructor, with unfortunate effects on the quality of the students' learning and on their attitudes toward the class and the subject. This paper defines several dimensions of learning style thought to be particularly relevant to foreign and second language education, outlines ways in which certain learning styles are favored by the teaching styles of most language instructors, and suggests steps to address the educational needs of all students in foreign language classes.

International Journal of Academic Research in Business and Social Sciences

Teaching styles refer to approaches an educator uses to impart knowledge to students. There are various teaching styles educators can use either as a single style or a combination of more than one. Different styles are used to ensure different students' needs can be catered. This depends on the nature of subject matter, the goals of the lesson and the needs of the students. Even though teaching styles have been discussed for many years, little attention has been given to teaching styles among language lecturers at higher learning. This research aims to identify the different teaching styles among language lecturers, and which of the teaching styles is the most dominant for each lecturer. The instrument was adapted from the Grasha-Riechmann Teaching Styles Questionnaire (1996), which measures five teaching styles such as Personal Model Teaching Style, Expert Teaching Style, Formal Authority Teaching Style, Delegator Teaching Style, and Facilitator Teaching Style. Findings showed that there is a significant difference between genders only for formal teaching style and the most dominant teaching style is facilitator. These findings have brought up a better understanding of teaching styles among language lecturers.

Kaplag, 2012

Driven by the desire to heed the most common complaints of teachers about the apathy of their students towards learning the subject or the students towards the incompetence of some teachers in imparting the lesson, this study surveyed 17 faculty members and 67 senior students under the College of Teacher Education on March-July 2012.The hypothesis was tested correlating the relationship between the faculty teaching styles and students' learning styles. The study made use of a descriptive survey method with questionnaire adapted from Grasha-Riechmann (1996) and Harvey F. Silver, et al. (2000) coupled with informal interviews to students and teachers. The contingency test result was highly significant; hence, the statement of null hypothesis is rejected which means that the teaching styles matched with the learning styles. In other words, if a student prefers such teaching style, the other students do the same. This further implies that the faculty members are able to get the learning needs of their students since the survey revealed that most students were sensing-thinking learners, while teachers were mostly expert teachers. This supports theories on the necessity of matching the teaching styles and learning styles to effect learning in the classroom as the ultimate goal in effective teaching.

Journal of Physics: Conference Series

Each teacher has specific teaching styles and varied students’ learning styles that may influence students’ academic performance. The purpose of this study is to identify the teaching styles of the teachers and learning styles of the students. In this descriptive correlational research study, it included the entire 15 teachers and 188 students used simple random sampling. The SAILS and VARK questionnaires were used to determine the teaching and learning style respectively through online. A frequency, percentage, chi-square and Mann-Whitney analysis with SPSS version 20 was utilized in this study. Most of the teachers preferred the Single-Modal teaching style with Kinesthetic (K) preference, while the students preferred All-Modal (VARK) style. There is significant difference between teachers’ teaching styles and learning styles of the students. The researcher concluded that because of the mismatched/not aligned of the teaching styles to the learning styles, the teachers must prepare ...

International Journal of Multidisciplinary: Applied Business and Education Research

The students’ preferred learning style is a very important part of the teaching and learning process. In selecting the most appropriate pedagogy to teach a lesson, the diversity of learners must be taken into serious consideration. The study examined the preferred learning styles of teacher educations students in Pamantasan ng Lungsod ng Marikina, Philippines during the time of the Covid 19 pandemic. A survey was conducted among 282 college students taking education course. Descriptive research design was used to analyze the data gathered during the investigation. Results showed that both male (WM=3.06) and female (WM=3.11) teacher education students scored highest on the visual learning style meaning they learn best when shown instructional materials in the form of pictures and videos. However, it was also revealed that female students learn better in terms of visual style as compared to their male counterpart. Hence, it is recommended that college instructors and profes...

Foreign Language Annals, 1995

The ways in which an individual characteristically acquires, retains, and retrieves information are collectively termed the individual's learning style. Mismatches often occur between the learning styles of students in a language class and the teaching style of the instructor, with unfortunate effects on the quality of the students' learning and on their attitudes toward the class and the subject. This paper defines several dimensions of learning style thought to be particularly relevant to foreign and second language education, outlines ways in which certain learning styles are favored by the teaching styles of most language instructors, and suggests steps to address the educational needs of all students in foreign language classes.

Biormatika : Jurnal ilmiah fakultas keguruan dan ilmu pendidikan

The demand of teaching in the 21st century has centered on the four Cs, critical thinking, creativity, collaboration and communication. How English teachers become aware of these characteristics and adapt their teaching styles to this demand needs to be researched. Therefore, this study aimed to (1) investigate the types of two English teachers teaching styles and (2) find out whether the teaching styles are still relevant to the 21st century teaching. This study employed a qualitative case study with descriptive data analysis. The study was conducted in one secondary school in Cimahi with two English teachers as participants. Two techniques were used in obtaining the data: 1) classroom observation, and 2) teachers’ interviews. Data were analysed in the lense of teaching style types from Grasha (1996), then juxtapose with the characteristics of learning in 21st century. The findings showed that T1 applied formal authority teaching style, while T2 implemented personal model category....