LEARNING STYLES
3.00 2.91
2.90
2.80
2.70 Mean
2.59
2.60 2.55
2.50
2.40
2.30
VISUAL AUDITORY KINESTHETIC
TABLE 1
Based from the graph, most of the respondents’ learning style in English
vocabulary is the visual learning style which resulted with an average of 2.91. According
to the learning style model developed by Reid (1995), visual students like to read and
obtain information from visual stimulation. These learners prefer using pictures,
imageries, and spatial perceptions. Moreover, a study conducted by Gilakjani (2012) on
the EFL students at the Islamic Azad University of Lahijanthat was indicated that there
were about 50% of the students preferred visual learning style, 35% of the students
preferred auditory learning style, and 15% of the students preferred kinesthetic style for
their learning. Among all of them, the students from Iran were dominant with visual
learning and students with this type of learning style had the greatest academic
achievement in their educational major.
On the other hand, the least learning style with an average of 2.55 preferred
by the respondents is auditory. These students with this kind of learning are comfortable
without visual input and learn from unembellished lectures, conversations, and oral
directions (Reid, 1995). Students faced the difficulties in pronouncing the words
because of the differences between spoken and written in English. The incorrect
pronunciation is often caused by the lack of sound similarity between English and the
students”. Varasarin (2007) described that in this situation, the students wish they could
speak English fluently but most of them think that English is too challenging for them to
master.
DIFFICULTIES IN LEARNING ENGLISH
WORDS
1.86 1.91 1.68 1.50
2.00
1.27
1.00
0.00 Mean
TABLE 2
In the graph shown above, majority of the respondents have the most
difficulties in pronouncing words correctly with a 1.91 average. In relation to this, a study
on the effect of sound system on learning pronunciation was done by Alkhuli (1983) who
showed that the main problem in teaching and learning English pronunciation result
from the differences in the sound system of English and the native language, so a
speaker of Sudanese Spoken Arabic is not accustomed to pronounce for instance θ
-sound and ð-sound, because they do not found it in his native language. This means
that the organs of speech of the learner are not trained to produce such sound systems
because they are unfamiliar to him; that is why he uses the nearest sounds such as /s/
and /z/.
About the same area of the study conducted by Gimson and Cruttenden
(1994) noted that in the field of second language acquisition (SLA), learners with
different linguistic backgrounds would of course face different difficulties in order to
produce English sounds, because of the differences between the two languages (e.g.
English and Arabic). These differences between the sound systems are regarded as a
barrier against competence in the pronunciation of English, because the new sounds
still remain strange for their organs of speech specially if they start learning English after
the age of adulthood, but this problem is expected to be solved after a long time of
regular practice and hard work.
EXPANDING THE ENGLISH VOCABULARY
1.951.771.861.951.822.00 1.821.82
2.00 1.50 1.45
1.00
0.00
Mean
TABLE 3
The data shows that most of the respondents’ way to expand their english
vocabulary is through watching movies with English subtitles and English TV shows.
Lauren Harrison (2014) states that all over the world, many people who speak English
as a second language do so with an American accent. This is due in large part to
massive exposure to movies and TV shows filmed in the United States. When it comes
to films and TV, people watch what they find entertaining. When the content is
fascinating, intent listening and learning will naturally follow. According to the language
blog by Brian Tracy, “learning through television can expand the grammar and
pronunciation horizons of the learning dramatically. There is a difference in saying a
word if the word is said with a heavy accent.” Dialogue in TV is generally more playful
and organic than what is learned in the classroom, giving pupils the chance to witness
the language applied practically, delivered in a whole range of new contexts.
EXPANDING THE ENGLISH VOCABULARY
2.50 1.95 1.77 1.86 1.95 1.82 2.00
2.00 1.82 1.82
1.50 1.45
1.50
1.00
0.50
0.00
Mean
TABLE 4
In Table 4, the data shows that respondents learn new words both by seeing
them used in a sentence and when looking into its meaning. Michelle Tran, an ESL
English teacher, explains that we should always learn vocabulary in context. Learning
vocabulary in context means that you learn new words when you are reading or
listening. You learn a new word by seeing how it is used in a sentence. Some words
have many different meanings. The best way to get through all of the meanings is to
learn them in their context. When you learn them in context, you can know the meaning
of the word in that sentence. When you read a story and there is a word you don’t know,
you will desire to find out its meaning. Otherwise, you cannot understand fully the story.
You learn the meaning of a new word because you want to learn it. This will help you
learn faster and remember longer.
Bibliography
Alkhuli. (1983). English as a Foreign Language. King Abdul Aziz Public Library.
Gilakjani, A. (2012). Visual, Auditory, Kinaesthetic Learning Styles and Their Impacts on English
Language Teaching. Islamic Azad University.
Gimson, A. C., & Cruttenden, A. (1994). Gimson's Pronunciation of English. London: Edward
Arnold.
Hansen, R. S. (n.d.). Easy Ways to Improve and Expand Your Vocabulary: Seven Tips for
Learning New Words. Retrieved from EnhancemyVocabulary.com :
http://www.enhancemyvocabulary.com/improve-expand-vocabulary.html
Harrison, L. (2014, October 14). Can Watching Movies and TV Really Make You A Better
Language Student? . Retrieved from Listen & Learn:
https://www.listenandlearnusa.com/blog/movies-tv-language-learning/
Reid, J. (1995). Learning Styles in the ESL/EFL Classroom. Boston: Heinle & Heinle.
Tracy, B. (n.d.). How To Improve Your Vocabulary For Writing & Speaking Success. Retrieved
from Brian Tracy International: https://www.briantracy.com/blog/writing/how-to-improve-
your-vocabulary/
Varasarin. (2007). An Action Research Study of Pronunciation Training, Language Learning
Strategies and Speaking Confidence. Victoria University.
Why should you always learn vocabulary in context? (n.d.). Retrieved from Basic English
Speaking: https://basicenglishspeaking.com/why-should-you-always-learn-vocabulary-in-
context/
DATA PROCESSING 101
T TH (7:30 – 9:00AM)
“Vocabulary Learning Strategies Based on
Jean Piaget’s Cognitive Theory of Learning”
SUBMITTED BY:
Chavez, Nicole loriz
ybaÑez, lavenzel niÑa
Submitted by:
mr. rene argenal
