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Korean University Students' Individual Differences in Learning Styles and Their Perspectives on ELT Materials Evaluation 원문보기

  • 저자

    이보경

  • 학위수여기관

    HANKUK UNIVERSITY OF FOREIGN STUDIES. DEPARTMENT OF TESOL GRADUATE SCHOOL

  • 학위구분

    국내박사

  • 학과

    TESOL학과

  • 지도교수

    김해동

  • 발행년도

    2014

  • 총페이지

    285 p

  • 키워드

    learning styles materials evaluation learner-centeredness;

  • 언어

    eng

  • 원문 URL

    http://www.riss.kr/link?id=T13539067&outLink=K  

  • 초록

    Korean University Students' Individual Differences in Learning Styles and Their Perspectives on ELT Materials Evaluation The purposes of this study were to identify Korean university students' self-reporting learning style preferences, to investigate their perspectives on ELT materials evaluation criteria, to explore the relationships between salient (major) learning styles and perspectives on ELT materials evaluation criteria, and to find relationships between major learning styles and their actual evaluation of ELT materials. Quantitative data were gained through 521 subjects' responses to a learning style survey, a questionnaire of evaluation checklist, and 40 subjects' responses to a feedback survey on post-use evaluation of instructional materials for a class. Additionally, qualitative data were collected from retrospective interviews and written self-reports. The findings, in terms of perceptual learning styles, indicated that the most salient preference of Korean learners for an auditory learning style followed by visual and individual learning styles was captured while tactile, kinesthetic, and group learning styles were less favored. Additionally, a majority of the learners tended to maintain or reinforce their preferences throughout the research period. With regard to learners' perspectives on ELT materials evaluation criteria, the subjects had a commonality of the high and low importance of the criteria, while different perspectives were also found depending on their backgrounds such as gender, year, major, academic membership, and English proficiency. It was found that the learners could be qualified evaluators of their own coursebooks or self-access materials because they had generally systematic and consistent perspectives on the evaluation. The findings above-mentioned and the result of the learners' actual evaluation of ELT materials show that Korean university students' major learning styles were likely to affect their views of materials evaluation. That is, learners with multiple major learning styles and with tactile or kinesthetic learning styles tended to have higher level of expectation concerning materials evaluation than those with one or no major learning style. Also, Korean university students tended to be significantly concerned with the criteria relevant to their major learning styles. In terms of actual evaluation of ELT materials used in class, auditory materials were considered most interesting and useful by auditory-oriented learners. Visual materials and audiovisual materials received the most positive feedback from tactile- and kinesthetic-oriented learners. Also, individual-oriented learners tended to prefer individual activities and group-oriented learners showed group activity preferences in all the materials of auditory, visual, and audiovisual. The major implications of the present study are as follows. First, teachers can utilize information about their students' perspectives on ELT materials evaluation relative to learning styles to facilitate materials selection or adaptation and to develop teaching methods with consideration of individual learners' preferences. Second, materials developers can refer to the target learners' perspectives on materials evaluation for newly developed materials or revised editions so that they can best fit the target learners' expectations. It is also possible for them to enable the learners to choose different options on the type of language materials or activities depending on learning styles. Finally, Korean university students themselves can take advantage of knowledge of their learning styles and experience of ELT materials evaluation to take greater responsibility for their own English learning and to become more intelligent users of ELT materials.


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