Kuwaiti College Students’ Learning Styles and Multiple Intelligences | ||||
| التربية (الأزهر): مجلة علمية محکمة للبحوث التربوية والنفسية والاجتماعية) | ||||
| Article 14, Volume 36, 175 جزء2, October 2017, Page 557-573 PDF (211.76 K) | ||||
| Document Type: بحوث فی مجال علم النفس والصحة النفسیة | ||||
| DOI: 10.21608/jsrep.2017.54687 | ||||
 View on SCiNiTO | ||||
| Authors | ||||
| Alrabah, Sulaiman; Wu, Shu Hua | ||||
| College of Business Studies, Language Center, Public Authority for Applied Education & Training, Kuwait | ||||
| Abstract | ||||
| The study was focused on discovering the dominant learning styles and multiple intelligences that were exhibited by English as a foreign language (EFL) Kuwaiti students at the College of Basic Education (CBE) in Kuwait. One aim of the study was to rank order their most dominant learning styles and multiple intelligences. Another aim was to draw implications for teaching strategies and study materials that suit the Kuwaiti students’ learning styles and multiple intelligences. Data collection utilized a data elicitation instrument divided into two parts: one on learning styles (Oxford, 1998), and one on multiple intelligences (Christison, 1998b). Part one of the instrument targeted the students’ learning styles and part two was focused on their multiple intelligences. The researchers employed the Excel software program to generate means, percentages, rankings, and standard deviations. Data analysis identified the dominant learning styles of Kuwaiti students which were dominated by a global learning style, followed by an intuitive style, then closure-oriented, and then a visual, and finally an extroverted learning style. As for multiple intelligences, the Kuwaiti students were mainly interpersonal, visual, kinesthetic, logical-mathematical, linguistic, naturalist, intrapersonal, and lastly musical. Implications for research were drawn for conducting further studies in other EFL settings in order to develop teaching techniques that accommodate students’ learning styles and multiple intelligences and to design teaching tasks and activities that further expand students’ existing learning styles and multiple intelligences. | ||||
| Keywords | ||||
| Learning Styles; multiple intelligences; English as a Foreign Language (EFL) | ||||
| References | ||||
|
Barr, R., and J. Tagg (1995). From Teaching to Learning: A New Paradigm for Undergraduate Education. Change. (November- December).
Brown, H.D. (2006). Principles of language learning and teaching. (5th Ed.) New York: Pearson ESL.
Christison, M. A. (1998a). An introduction to multiple intelligence theory and second language learning. In J. M. Reid. (Ed.), Understanding learning styles in the second language classroom (pp. 1-14). Prentice Hall Regents.
Christison, M. A. (1998b). Multiple Intelligence Inventory for Teachers. In J. M. Reid. (Ed.), Understanding learning styles in the second language classroom (pp. 157-159). Prentice Hall Regents.
Donmoyer, R., & R. Kos (Eds.) (1993). At-risk students: Portraits, policies, programs, and practices. Albany: State University of New York Press.
Gardner, H. (1999). The theory of multiple intelligences. Cambridge, MA: Harvard University Press.
Gardner, R., and W. Lambert (1972). Attitudes and Motivation in Second Language Learning. Rowley, Mass.: MIT Press
Genesee, F. (1976). The role of intelligence in second language learning. Language Learning, 26(2), 267-280.
Heath, S. B. (1989). The learner as cultural member. In M. Rice. & R. Schiefelbusch (Eds.), The teachability of language (pp. 333-350). Baltimore: Paul H. Books.
Hofstede, G. (1986). Cultural differences in teaching and learning. International Journal of Intercultural Relations, 10, 310-320.
Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development (2nd ed.). Upper Saddle River, NJ: FT Press.
Lightbown, P. & Spada, N. (2006). How languages are learned. (3rd ed.). New York: Oxford University Press.
Lincoln, F., & Rademacher, B. (2006). Learning styles of ESL students in community college. Community College Journal of Research and Practice, 30 (5), 485-500.
Manee, F., Nadar, M., & Jahrami, H. (2013). Learning styles of allied health sciences students at Kuwait University. International Journal of Therapy and Rehabilitation, 20(5), 255-259.
https://doi.org/10.12968/ijtr.2013.20.5.255
Manikutty, S., Anuradha, N.S., & Hansen, K. (2007). Does culture influence learning styles in higher education? International Journal of Learning and Change, 2(1), 70-87.
Oxford, R., & Bury-Stock, J.A. (1995). Assessing the use of language learning strategies worldwide with the ESL/EFL version of the strategy inventory for language learning (SILL).” System, 23(2), 153-175.
Oxford, R. (1998). Style Analysis Survey (SAS): Assessing Your Own Learning and Working Styles. In J. M. Reid. (Ed.) Understanding learning styles in the second language classroom (pp. 179-186). Prentice Hall Regents.
Poole, D. (1992). Language socialization in the second language classroom. Language Learning, 43(4), 593-616.
Reid, J. M. (1998). Understanding learning styles in the second language classroom Prentice Hall Regents.
Rogoff, B. (1991). The cultural context of cognitive activity. In B. Rogoff, Apprenticeship in thinking: Cognitive development in social context. (pp. 42-61). New York: Oxford University Press.
Sauer, C. (1998). Developing a survey for Multiple Intelligences. In J. M. Reid. (Ed.), Understanding learning styles in the second language classroom (pp. 100-106). Prentice Hall Regents.
Schmidt, N., Celce-Murcia, M. (2002). An overview of Applied Linguistics. In N. Schmidt (Ed.). An introduction to Applied Linguistics (pp. 1-16). London: Arnold.
Skehan, P. (2014). Individual differences in second language learning. London: Routledge. | ||||
|
Statistics Article View: 130 PDF Download: 225 |
||||
