This is a research study based on teaching and learning styles.

1. TEACHING AND LEARNING CROSSROADS
FIRST PART
MAHELA SOFIA FIGUEROA JURIS
MARIA GUADALUPE GARCIA CASTAÑEDA
UNIVERSIDAD PONTIFICIA BOLIVARIANA – MONTERIA CAMPUS
July 20th 2006

2. ABSTRACT
This paper is an evaluative research study which is aimed to investigating the learning
styles of students and teachers and whether the teacher’s teaching style matches with
the students´ learning styles to determine if learning and motivation are present when
there is a crossroad between learning and teaching styles.
The focus group asked to participate in this study was selected from a private
university in the north coast of Colombia; the group comprised thirty two students who
are studying first level English and their teacher.
Data was gathered from a survey completed by each student based on Reid’s
Perceptual Learning Style Preference Questionnaire (PLSPQ, 1987), a video-taped
class, class tasks, field notes, a written survey, tape-recorded interviews, students´
written evaluation of the class and peer observation. From the information gathered, it
was found that the tactile learning style was the most representative. This finding is not
similar to any other research done in this field. The Tactile style was followed by the
Auditory and Kinesthetic styles which were represented by the same percentage.
Seven students were chosen from the focus group to study their major, minor and
negligible learning styles. It was discovered that the auditory style was the major
learning style while group and tactile were negligible. Three students had all learning
styles in major and the same finding was obtained with minor learning styles. The
major teacher’s learning style was the Visual style, followed by the Tactile and
Kinesthetic. The negligible one was the Auditory. There was a match between
teaching and learning styles. According to the data, it was confirmed that when there is
a crossroad between teaching and learning motivation is present.
RESUMEN
En este trabajo se describe una investigación evaluativa cuya meta fue averiguar los
estilos de aprendizajes de los estudiantes y del profesor y verificar si el estilo de
enseñanza de este último coincidía con los estilos de aprendizajes de los estudiante
para determinar si el aprendizaje y la motivación están presentes cuando existe una
coincidencia entre los estilos de aprendizaje y enseñanza.
Se tomó como muestra un grupo de Ingles Uno conformado por 32 estudiantes y su
profesor. Para ello, se les pidió permiso para participar en este estudio. Ellos

3. pertenecen a una universidad privada localizada en la costa norte de Colombia. Para
recolectar información sobre los cuestionamientos de esta búsqueda, al grupo se
aplicaron los siguientes instrumentos: una encuesta basada en los estilos de
aprendizajes de Joy Reid, una clase video-grabada, una encuesta escrita, entrevistas
grabadas, evaluación escrita de los estudiantes sobre la clase y observación de un
colega. Analizados los resultados se encontró que el estilo de aprendizaje más
representativo fue el Táctil, seguido por el Auditivo y Kinestesico. Este hallazgo no es
similar a ningún otro encontrado en este campo.
De acuerdo a las categorías de estilos de aprendizaje propuestas por Joy Reid: Mayor,
Menor y Negativa, se seleccionaron de la muestra siete estudiantes para investigar
cuales eran sus estilos de aprendizaje mas y menos definidos. Se observó que el
mayor estilo de aprendizaje de estos individuos fue el Auditivo mientras que el Grupal
y el Táctil fueron negativos. Tres estudiantes tenían todos los estilos de aprendizaje
bien definidos y otros tres los tenían menos definidos. Se detectó además que el
mayor estilo de aprendizaje utilizado por el profesor fue el Visual seguido por el
Kinestésico y el Táctil mientras que el negativo fue el auditivo. Hubo coincidencia entre
los estilos de aprendizaje de los estudiantes y el estilo de enseñanza del profesor.
También se confirmó que cuando existe una relación entre estos estilos la motivación
está presente.

4. INTRODUCTION
How individuals learn or understand new information and their preferred
methods for learning have been subjected to a great deal of attention. It has
also been the focus of a number of L2 studies in recent years since Reid’s
influential work on the topic was published in 1987.
Research on learning styles, has provided teachers and also students with a
different view of learning and how to apply it to classrooms and lives. Among
the authors that have views regarding this topic are: Mathew Peacock (2001),
Rao Zhenhui (2001), Joy Reid (1995), Rita and Kenneth Dunn (1993), Richard
Felder (1995) among others.
Educators and researchers have developed several instruments to assess
students´ learning styles, but literature regarding this topic is full of unresolved
issues, both theoretical and practical (Wilson, 1998,P.3). On the other hand,
these instruments have been a great help in identifying these styles in students
and also exploring them with the aim of improving the learning and teaching
processes.
According to the information above, the purpose of this research study is to
identify:
a) What the leaning styles of a First Level English group at a private
university located in the North Coast of Colombia are.
b) What the major – minor and negligible learning styles of the seven
students and the teacher chosen for this research study are.
c) What the teacher’s teaching style is
d) If there is a match between students´ learning styles and the teacher’s
teaching style.

5. This topic is important for teachers to know what students´ learning styles are in
order to create an optimal environment for learners and teachers in the
classroom.

6. LITERATURE REVIEW
For many years researchers have investigated the relationship between how
individuals learn and how teachers´ influence that learning process.
Research on learning and teaching styles has provided teachers and students with a
different view of learning and teaching within the classrooms. Among the authors that
have done research on this topic are:
• Mathew Peacock (2001) studied the correlation between learning and teaching
styles based on Reid’s hypotheses. He found out that a mismatch between
teaching and learning styles causes learning failure, frustration and
demotivation. He also found that learners favored kinesthetic and auditory
styles and disfavored individual and group styles, while teachers favored
kinesthetic, group and auditory styles.
• Rao Zhenhui (2001) analyzed matching teaching styles with learning styles in
East Asian contexts. He diagnosed learning styles and developed self-aware
EFL learners. He mentioned that an effective matching between teaching and
learning styles can only be achieved when teachers are aware of their learners´
needs, capacities, potentials, and learning style preferences. He also
mentioned that it is necessary to alter the teaching styles to create a teacher-
student style matching.
• Rita and Kenneth Dunn (1993) studied how people learn and they noticed that
some students achieved knowledge only through selective methods. They
mentioned many elements that influence learning styles: environmental,
emotional, sociological and physical elements. They also mentioned nine
elements that influence a teaching style: attitudes towards instructional
programs among others.
• Joy Reid (1995) said that “Learning styles are internally based characteristics of
individuals for intake of understanding of new information. All learners have

7. individual attributes related to the learning processes. Some people may rely on
visual presentations, others prefer spoken language; still others may respond
better to hands-on activities. It is evident that people learn differently and these
differences in learning abound ESL/EFL settings.” She also said that matching
teaching styles with learning styles give all learners an equal chance in the
classroom and builds student self-awareness. She also categorizes learning
styles into six types: Visual, Auditory, Kinesthetic, tactile, group, and Individual.
• Felder (1995:28) said that “the way in which an individual characteristically
acquires, retains, and retrieves information are collectively termed the
individuals´ learning styles”. He also added that mismatches often occur
between learning styles in 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 towards the class and the subject.

8. THEORETICAL FRAMEWORK
Students are faced with an enormous task when they learn a new language. No matter
what kind of learners they are, their cultural and language background, previous
experiences or individual learning styles. Learning Styles and Teaching Styles must
match to obtain a good student’s and teacher’s performance in the classroom.
Reid (1995) defined Language Learning Styles, as a student’s preferred method or
mode of learning and Style Eble (1980) said that a Teaching Style represents those
enduring personal qualities and behaviors that appear in how we conduct our classes.
Thus, it is both something that defines us, that guides and directs our instructional
processes and that has effects on students and their ability to learn.
There are many theories about Learning Styles and Teaching Styles: Reid (1995) is
now the most widely accepted, as is her categorization of styles into six types: 1- Visual
Learners (they prefer seeing things in writing or pictures), 2- Auditory Learners (they
prefer listening), 3- Kinesthetic Learners (they prefer active participation/experiences),
4- Tactile Learners (they prefer hands-on work), 5- Group Learners (they prefer
studying or working with others) and 6- Individual Learners (they prefer studying or
working alone). According to Reid’s major hypotheses about this topic the author said
that “all students have their own learning styles and learning strengths and
weaknesses” and that “a mismatch between teaching and learning styles causes
learning failure, frustration and demotivation” and she also said that “learning could be
improved when there is an awareness of a wider variety of learning styles”.
Throughout this research two studies were used: Reid’s work (1987-1995) about
categorization of leaning styles and Peacock (2001) who studied the correlation
between Learning and Teaching Styles based on Reid’s hypotheses. These models
were chosen due to the transcendence they have in the learning and teaching fields.
It is suggested that a Match between Teaching and Learning Styles in a L2 classroom
creates a motivating environment that aids the learning and teaching processes.
Although this aspect is under -investigated in Colombia, there are a lot of theories that

9. support that a mismatching between teaching and learning affects negatively these
processes. It is proposed to do more research about this topic and widely spread the
findings among EFL teachers.

10. METHODOLOGY
A. PARTICIPANTS
This research was carried out at a private university in the North Coast of Colombia. It
is a catholic university, located 8 kilometers outside the city and is made up of 12
faculties. Law and Social Studies is one of them. The Language Center belongs to this
faculty. It offers four basic and two specific English levels to the students of this
university. The basic levels are not compulsory while the specific ones are.
A first level English group and its teacher were involved in this investigation. The group
of students was made up of 22 males and 10 females. They were between 16 and 21
years old. The learners were studying: computing engineering, mechanical
engineering, architecture and law. They belonged to 1 to 5 socio-economic
backgrounds. The first and second socioeconomic backgrounds correspond to people
who have low incomes. The third and fourth ones correspond to people who have
average incomes and the fifth and sixth ones are related to high incomes. Seven
students were chosen for this research study in order to investigate their learning
styles, the teacher’s learning and teaching styles and the match between them. One
student was 21 years old; the others were 16, 17 and 19 years old. Four of them were
in first semester and the others were in second, third, and seventh semesters. One
studied architecture, two law, and four computing engineering. Four of them liked
English; two liked it a little while one did not like it at all. (The aforementioned
information was taken from a written questionnaire answered in class by all the
students).
The teacher was a female who is 28 years old. She studied English in the United
States and had a college degree in Business administration. She has been teaching
English in this university since 2003. She has also taught in basic and specific levels.
B. METHODS
In this Evaluation research, a quantitative and qualitative descriptive methodology was
applied. A Heuristic orientation was given to this task because it was important to know
the structure and essence of the students´ experiences, feelings, thoughts and how
they interpret them.

11. Data were gathered taking into consideration learning styles, student motivation,
students` experiences with English as a foreign language and matching Leaning Styles
with Teaching styles. The following instruments were used:
1- Reid’s Perceptual Learning Style Preference Questionnaire (PLSPQ, 1987)
2- A video-Taped Class to ascertain students´ preferences to learn and the teacher’s
teaching style.
3- Class tasks related to learning styles were developed throughout the semester.
4- Field Notes were written during the semester.
5- A written survey
6- Tape-recorded interviews related to learning styles.
7- Students´ evaluation of the class.
8- Peer observation
C- DATA ANALYSIS
Before collecting the data students were asked permission to participate in this
research study and they agreed to do it. Their names were changed to maintain
anonymity. First, quantitative scores were calculated for all questionnaire data in order
to find out the student’s and teacher learning styles. With this instrument learners
identified the way they learned best and preferred to learn. The questionnaire was
composed by thirty statements that covered Reid’s six learning style preferences, with
a rating scale from 1 to five for each one of them. Students answered them as they
applied to their study of English on a 5-point scale. Please refer to table 1 to see rating
scale.
Table 1. Rating Scale
Strongly agree Agree Undecided Disagree Strongly
disagree
5 4 3 2 1
Reid (1995) classified learning styles as Major, Minor or Negligible. Major is a preferred
leaning style, Minor is one in which learners can still function well, and negligible
means they may have difficulty learning. When the numerical value was assigned to
the corresponding learning style, the numbers were added to obtain a total score and

12. then it was multiplied by 2 determining the major, minor or negligible learning style. For
example:
Table 2: Learning Styles Scoring
Visual
Question Score
6 4
10 2
12 5
24 3
29 4
Total 18
Score = Total x 2 36
After that, all the results were analyzed by placing them into categories according to
the aforementioned learning style preferences and presented in tables and figures
shown in the findings. Qualitative data as video-taped class, field notes, class tasks,
peer observation, and students´ evaluation of the class were utilized. The researchers´
purpose was to find out information related to learning styles, students´ motivation and
their experiences with English as a foreign language. They also wanted to see if there
was a match or mismatch between teaching and learning styles.
After collecting the data, patterns or coincidences were categorized according to the
findings.

13. RESULTS
LEARNING STYLES
a- focus group
The results from Reid’s PLSPQ questionnaire applied to the focus group and its
teacher are given in tables 3, 4, 5, 6, 7, 8 and figures 1, 2, 3,4,5,6. Table 3 and figure 1
show that 50% of the class preferred the visual style (major) and the other 50% (minor)
could still function well in that style. This could also be assured when students wanted
to see everything the teacher wrote on the board. Students liked it when the teacher
gave them hand outs and written information. None of the students had any problem
using the visual style (negligible) Please see results in table 3 and Fig 1
Table 3: Visual Style
SCORE VISUAL
NEGLIGIBLE 0 - 24 0
MINOR 26 - 36 16
MAJOR 38 - 50 16
TOTAL
ESTUDIANTES 32
Figure 1
Visual Learning Style
0%
50% 50%
NEGLIGIBLE 0 - 24 MINOR 26 - 36 MAJOR 38 - 50
Table 4 and Figure 2 show that 63% of the participants´ most representative and
popular style was the Tactile (major), this means that they learnt by constructing things,
taking notes, doing projects. This finding is not similar to any other research done in
this field. It can be ascertained that in-class tasks when learners had to create a poster
or designing their own family tree, motivated them since they could use different
materials such as family photos, scissors, markers, glue, etc. The data suggest that
the teacher noticed that throughout the semester they used this style in all the
activities. 28% of the participants could still function well in this learning style (minor)

14. and 9% of the individuals had difficulty learning in that way (negligible). See results in
table 4 and Fig 2.
Table 4: Tactile Style
SCORE TACTILE
NEGLIGIBLE 0 - 24 3
MINOR 26 - 36 9
MAJOR 38 - 50 20
TOTAL STUDENTS 32
Figure 2
Tactile Learning Style
9%
28%
63%
NEGLIGIBLE 0 - 24 MINOR 26 - 36 MAJOR 38 - 50
Tables 5 and 6 show that the Auditory and Kinesthetic styles had the same scores of
preference among the students. According to the survey, 56% of the focus population
selected them as a major learning style. It is something this research task has in
common with other studies in which students liked to role-play and listening to their
teacher and classmates speak. This could be corroborated during the video-taped
class and the class tasks when students listened to tapes, watched films and videos.
This was also observed when they rehearsed and presented activities related to
movement, role-plays , and mimics, guessing games, touching, and expressing their
feelings physically in which they performed very well. 41% of the students can still
function well with this style (minor) and 3% may have difficulty learning this way
(negligible)
Table 5: Auditory
SCORE AUDITORY
NEGLIGIBLE 0 - 24 1
MINOR 26 - 36 13
MAJOR 38 - 50 18
TOTAL STUDENTS 32

15. Figure 3
Auditory Learning Style
3%
41%
56%
NEGLIGIBLE 0 - 24 MINOR 26 - 36 MAJOR 38 - 50
Table 6: Kinesthetic Style
SCORE KINESTHETIC
NEGLIGIBLE 0 - 24 2
MINOR 26 - 36 12
MAJOR 38 - 50 18
TOTAL STUDENTS 32
Figure 4
Kinesthetic Learning Style
6%
56% 38%
NEGLIGIBLE 0 - 24 MINOR 26 - 36 MAJOR 38 - 50
Table 7 and figure 5 show that 50% of the students liked to work in groups, to share
ideas, opinions and knowledge (major learning style). 31% of them could still work well
in this type of learning(minor) and the other 9% had difficulty when learning in groups
(Negative learning style). Group work was a feature that was shown by learners
throughout the semester in class observation, class tasks and in the video-taped class.
Please see results table 6.

16. Table 7: Group Work
SCORE GROUP
NEGLIGIBLE 0 - 24 3
MINOR 26 - 36 13
MAJOR 38 - 50 16
TOTAL STUDENTS 32
Figure 5
Group Learning Style
9%
50%
41%
NEGLIGIBLE 0 - 24 MINOR 26 - 36 MAJOR 38 - 50
Table 8 and figure 6 show that the least popular style was the Individual, though it was
not negative. 60% of students liked to work individually whereas 31% of them could still
function well in this style. The rest of learners (9%) had a negligible individual learning
style which means they had difficulty when working alone. It could be noticed that
according to oral interviews and in class observation they assured they liked to work in
groups rather than individually. They ascertained the thesis that in spite the fact they
liked to work in groups they performed poorly when working individually. Students liked
a lot to work in pairs and in group as it was observed within the classroom. Thus, it can
be concluded that although individuals like to work in groups they see themselves as
individualistic people and this can be said to be a characteristic of Colombian culture.
See table 8.
Table 8: Individual Style
SCORE INDIVIDUAL
NEGLIGIBLE 0 - 24 3
MINOR 26 - 36 19
MAJOR 38 - 50 10
TOTAL STUDENTS 2

17. Figure 6
Individual Learning Style
9%
31%
60%
NEGLIGIBLE 0 - 24 MINOR 26 - 36 MAJOR 38 - 50
b) Target students
As it was mentioned at the beginning of this Research study, seven learners were
chosen to investigate their major, minor and negligible learning styles. The findings are
shown below:
Student 1
Table 9
Auditor Kinestheti Grou
Score Visual Tactile y c p Individual
NEGLIGIBL
E 0 - 24 24
MINOR 26 - 36 32 36 34 34
MAJOR 38 - 50 42
Student 2
Table 10
Auditor Kinestheti Grou
Score Visual Tactile y c p Individual
NEGLIGIBL
E 0 - 24
MINOR 26 - 36 30 34 36 36 34
MAJOR 38 - 50 40
Student 3
Table 11
Auditor Kinestheti Grou
Score Visual Tactile y c p Individual
NEGLIGIBL
E 0 - 24
MINOR 26 - 36 26 34 34 32 34

18. MAJOR 38 - 50 42
Student 4
Table 12
Auditor Grou Individua
Score Visual Tactile y Kinesthetic p l
NEGLIGIBL
E 0 - 24 24
MINOR 26 - 36 26 26 36 30 30
MAJOR 38 - 50
Student 5
Table 13
Auditor Grou Individua
Score Visual Tactile y Kinesthetic p l
NEGLIGIBL
E 0 - 24
MINOR 26 - 36
MAJOR 38 - 50 48 46 38 46 48 38
Student 6
Table 14
Auditor Grou Individua
Score Visual Tactile y Kinesthetic p l
NEGLIGIBL
E 0 - 24
MINOR 26 - 36
MAJOR 38 - 50 40 42 48 50 44 38
Student 7
Table 15
Auditor Grou Individua
Score Visual Tactile y Kinesthetic p l
NEGLIGIBL
E 0 - 24
MINOR 26 - 36
MAJOR 38 - 50 38 48 38 44 46 48

19. First, it was noticed that 72% of the target students´ major learning style was Auditory.
Another major learning style was the Tactile with an average of 43%. There were three
students who had all learning styles in major (43%). The same percentage was
obtained from the minor learning styles (43%) but they differed from one student to
another. And 15% of them had negligible learning styles (group and tactile) as shown in
the tables above. The result mentioned in the first line of this paragraph reinsured that
the auditory style is one of the preferred learning styles among these students and the
whole group.
Secondly, according to the data found in Reid’s PLSPQ questionnaire, students 1, 3, 6
and 7 had a lower average score in the group style than the individual one. This can
also be corroborated in the tape-recorded interview. Please see the excerpts:
Q1: Do you like to work in a group or individually?
Their answers were as follows:
S1: “I like to work in groups because it’s better, because we share ideas and help each
other”
S3: “I like to work in groups better”
S6: “I like to work in groups because we share ideas, because everyone has ideas and
we can share knowledge”
S7: “In group because one helps each other and learns more. And if one doesn’t know
the other one can help you”
These ideas reinforced the thesis mentioned before when the total group was
analyzed. They confirmed that Colombian people see themselves as an individualistic
culture although in real life they like to work in groups. It was also checked throughout
the class tasks done during the semester which evidence is shown in the appendix.
Third, it was also deduced from Reid’s PLSPQ questionnaire that students who have
developed all learning styles in major could shift from one style to another without
difficulty. Due to this, it can be said that the more learning strategies students use the
easier they learn. This also could be confirmed during the semester through class tasks
and a video-taped class. See appendix.
c- Teacher’s Learning Styles
Table 16

20. Visua Auditor Kinestheti Grou Individua
SCORE l Tactile y c p l
NEGLIGIBL
E 0 - 24 3
MINOR 26 - 36 36 36
MAJOR 38 - 50 46 42 42
Table 16 shows that the most representative teacher’s learning style was the Visual,
then the tactile and kinesthetic, after that the group and individual and the least
representative was the auditory. Although the last one was negative for the teacher,
she used it in class as noted from field notes, peer observation and the video-taped
class.
MOTIVATION
It was encountered that students were strongly motivated during the semester due to
the class tasks and methodology that the teacher designed in order to use all learning
styles. This could be deducted from the written survey, the tape-recorded interviews,
and students´ evaluation of the class.
• The following are the transcribed answers of the target group gathered from the
Written Survey.
Q1: Do you like English?
S1: Yes, but I don’t understand it. I don’t have time to study it”
S4: “No, it is very complicated but I would like to learn it because it is important
nowadays”.
Q2: How have your experiences with English been? And with your previous English
teachers?
S1: “Normal. I have never studied English before. I hope to pass it. The teacher was
good”
S2: “Very nice. I liked it and they have been spectacular. The teacher was dynamic”
S3:” Good. I understand the explanations and I have listened to people who
understand it”
S4: “Bad, I don’t know anything. The classes were not dynamic and the teacher wasn’t
good”

21. S5: “Excellent. The only thing I have had troubled was the letter. I couldn’t express
what I wanted”
S6: “Terrible in 11th grade. We were shocked and afraid when the teacher asked
questions and we couldn’t answer them and he gave us bad grades. Today I know that
is practice”
S7: “I liked it in the school. The teacher sometimes talked in English and sometimes in
Spanish”
Q3: How have these experiences influenced your English learning?
S1: “Nothing, because I haven’t seen its importance”
S2: “They have influenced my personal development”
S3: “A lot. Every class I learn new vocabulary”
S4: “Bad. I don’t know anything”
S5: “I have acquired more knowledge”
S6: “So much. I have never had interest before; now I love it”
S7: “Good but not enough to know everything about English”
• Here we present some samples of the questions and answers that were
transcribed from the taped-recorded interview:
Q1: Do you like English? Why?
S1: “Yes, but I don’t understand it very much”
S2: “Yes, it is necessary nowadays”
S3: “Yes, it’s a necessary language in these days”
S4: “Yes, it’s essential”
S5: “Yes, it’s a base for being a good professional in the future”
S6: “Yes, it is a requirement for all careers”
S7: “Yes, everybody must use it”
Q2: How were your previous experiences with English?
S1: “It was good, but I obtained better results in high school than in the university”
S2: “it was good”
S3: “it was good”
S4: “it was bad, the teacher was very bad and he only taught the verb To Be”
S5: “it was good. The teachers were so good”

22. S6: “It was regular, the teacher spoke in Spanish”
S7: “Very good”
Note: although the whole group was tape-recorded, just the answers of the target
students were written here.
• Students were asked to write an evaluation of the class taking into account:
motivation, experiences and the methodology used in class. The student’s
writings are shown below:
S1: “The truth is that the class was interesting. English has never been what I like the
most, but with you it was interesting. You are an excellent teacher, person and a very
good professional”
S2: “The classes were very nice. I learned many things. I liked the way you talked in
English is a good way to learn.”
S3: “The classes were good. The teacher has the skills. She worried about our
achievements. The methodology was good”
S4: “This is the first time in four years that I liked English a little bit more. I always
dropped out the courses. I congratulate you because you made English enjoyable for
me. Continue using your pedagogy. The course was excellent not only the subject but
also the way you teach English”
S5: “The teacher is well prepared and intelligent. God bless you. Continue using your
methodology”
S6: “I’m very happy. You have many things to give us and you are very secure.
Classes were excellent and I acquire a very clear knowledge. The didactic material was
spectacular”
S7:” It was very good. The classes were dynamic. Your methodology was very good”
There were two students who did not like English at the beginning of the course due to
their previous experiences with this language. At the end of the course they changed
their minds and were motivated towards learning English. This finding was gathered
from the information analyzed in the instruments transcribed above.
It was also noticed that affective variables (previous experiences with English) played a
relevant role in students´ performance. This could be also related to the students´
attitude during classes when they participated actively or not according to their positive

23. or negative previous experiences. It was observed that the two students who did not
like English at the beginning obtained good results in class tasks. See appendix
(activities who’s this? and William Shakespeare).
MATCHING LEARNING STYLES WITH THE TEACHING STYLE
It was observed that there was a match between teaching and learning styles as it was
confirmed in the video -taped class, peer observation of the video and field notes. In
the former instrument, the teacher shifted from one style to another creating a
participating and motivating environment. In this video, two activities were recorded: a
role play and a guessing game that the teacher used to practice a topic and to
introduce a new one. Learners were really interested in both activities as it could be
seen in peer’s observation. They had fun, laughed a lot and participate actively in those
activities. It was also encountered that in spite of the fact, that the teacher had a
negligible auditory style, she used it in her classes. For each one of her classes, she
prepared activities that dealt with most of learning styles in each one of her classes and
as a result she obtained good student’s performance and raised students` motivation.
In other words, A good result can be obtained If a teacher keeps a balance between
students learning styles and his/ her teaching style.
WHY IS THIS STUDY SIGNIFICANT?
It is relevant to study learning styles and to know what individuals preferred ways of
learning are in order to determine better teaching strategies inside the classroom and
to motivate students´ participation in class by creating activities related to their learning
styles.
PEDAGOGICAL IMPLICATIONS
Recent studies have shown that a match between teaching and learning styles helps to
motivate students´ process of learning. That is why teachers should identify their own
teaching styles as well as their learning styles to obtain better results in the classroom.
The aim is to have a balanced teaching style and to adapt activities to meet students´
style and to involve teachers in this type of research to assure the results found in this

24. research study. It is also helpful to design class tasks in which students can deal with
their different learning styles.
APPENDIX
Learning Styles:
1. Reid’s Perceptual Learning Style Preference questionnaire.
Directions
People learn in many different ways. For example, some people learn primarily with
their eyes (visual learners) or with the ears (auditory learners); some people prefer to
learn by experience and/or by "hands-on" tasks (kinesthetic or tactile learners); some
people learn better when they work alone while others prefer to learn in groups.
This questionnaire has been designed to help you identify the way(s) you learn best--
the way(s) you prefer to learn.
Read each statement on the following pages. Please respond to the statements AS
THEY APPLY TO YOUR STUDY OF ENGLISH.
Decide whether you agree or disagree with each statement. For example, if you
strongly agree mark:
SA A U D SD
Strongly agree Agree Undecided Disagree Strongly

25. Disagree
X
Please respond to each statement quickly, without too much thinking. Try not to
change your responses after you choose them. Please answer all the questions.
Please use a pen to mark your choices.
Perceptual Learning-Style Preference Questionnaire
(taken from Reid´s Perceptual Learning Style Preference Questionnaire PLSPQ 1987)
SA A U D SD
Strongly agree Agree Undecided Disagree Strongly
Disagree
X
Item SA A U D SD
1. When the teacher tells me the instructions I understand better.
2. I prefer to learn by doing something in class.
3. I get more work done when I work with others.
4. I learn more when I study with a group.
5. In class, I learn best when I work with others.
6. I learn better by reading what the teacher writes on the
chalkboard.
7. When someone tells me how to do something in class, I learn
it better.

26. 8. When I do things in class, I learn better.
9. I remember things I have heard in class better than things I
have read.
10. When I read instructions, I remember them better.
11. I learn more when I can make a model of something.
12. I understand better when I read instructions.
13. When I study alone, I remember things better.
14. I learn more when I make something for a class project.
15. I enjoy learning in class by doing experiments.
16. I learn better when I make drawings as I study.
17. I learn better in class when the teacher gives a lecture.
18. When I work alone, I learn better.
19. I understand things better in class when I participate in role-
playing.
20. I learn better in class when I listen to someone.
21. I enjoy working on an assignment with two or three
classmates.
22. When I build something, I remember what I have learned
better.
23. I prefer to study with others.
24. I learn better by reading than by listening to someone.
25. I enjoy making something for a class project.
26. I learn best in class when I can participate in related activities.
27. In class, I work better when I work alone.

27. 28. I prefer working on projects by myself.
29. I learn more by reading textbooks than by listening to
lectures.
30. I prefer to work by myself
Self-Scoring Sheet
Instructions
There are 5 questions for each learning category in this questionnaire. The questions
are grouped below according to each learning style. Each question you answer has a
numerical value.
SA A U D SD
Strongly Agree Undecided Disagree Strongly
agree Disagree
5 4 3 2 1
Fill in the blanks below with the numerical value of each answer. For example, if
answered Strongly Agree (SA) for question 6 (a visual question), write a number 5 (SA)
on the blank next to question 6 below.
Visual
6=5
When you have completed all the numerical values for Visual, add the numbers.
Multiply the answer by 2, and write the total in the appropriate blank.
Follow the process for each of the learning style categories. When you have finished,
look at the scale at the bottom of the page; it will help you determine your major

28. learning style preference(s), your minor learning style preference(s), and those learning
style(s) that are negligible.
If you need help, please ask your teacher.
Visual
Question Score
6
10
12
24
29
Total
Score = Total x 2
Tactile
Question Score
11
14
16
22
25
Total
Score = Total x 2

29. Auditory
Question Score
1
7
9
17
20
Total
Score = Total x 2
Group
Question Score
3
4
5
21
23
Total
Score = Total x 2
Kinesthetic
Question Score
2

30. 8
15
19
26
Total
Score = Total x 2
Individual
Question Score
13
18
27
28
30
Total
Score = Total x 2
Major learning Style Preference 38-50
Minor Learning Style Preference 25-37
Negligible 0-24
Explanation of Learning Style Preferences

31. Students learn in many different ways. The questionnaire you completed and scored
showed which ways you prefer to learn English. In many cases, students' learning style
preferences show how well students learn material in different situations.
The explanations of major learning style preferences below describe the characteristics
of those learners. The descriptions will give you some information about ways in which
you learn best.
Visual Major Learning Style Preference
You learn well from seeing words and pictures in books, on the chalkboard, and in
workbooks. You remember and understand information and instructions better if you
read them. You don't need as much oral explanation as an auditory learner, and you
can often learn alone, with a book. You should take notes of lectures and oral
directions if you want to remember the information.
Auditory Major Learning Style Preference
You learn from hearing words spoken and from oral explanations. You may remember
information by reading aloud or moving your lips as you read, especially when you are
learning new material. You benefit from hearing audio tapes, lectures, and class
discussions. You benefit from making tapes to listen to, by teaching other students, and
by conversing with your teacher or other students.
Kinesthetic Major Learning Style Preference
You learn best by experience, by being involved physically in classroom experiences.
You remember information well when you actively participate in activities, field trips,
and role-playing in the classroom. A combination of stimuli--for example, an audiotape
combined with an activity--will help you understand new material.
Tactile Major Learning Style Preference
You learn best when you have the opportunity to do "hands-on" experiences with
materials. That is, working on experiments in a laboratory, handling and building
models, and touching and working with materials provide you with the most successful
learning situation. Writing notes or instructions can help you remember information,
and physical involvement in class related activities may help you understand new
information.

32. Group Major Learning Style Preference
You learn more easily when you study with at least one other student, and you will be
more successful completing work well when you work with others. You value group
interaction and class work with other students, and you remember information better
when you work with two or three classmates. The stimulation you receive from group
work helps you learn and understand new information.
Individual Major Learning Style Preference
You learn best when you work alone. You think better when you study alone, and you
remember information you learn by yourself. You understand new material best when
you learn it alone, and you make better progress in learning when you work by
yourself.
Minor Learning Styles
In most cases, minor learning styles indicate areas where you can function well as a
learner. Usually a very successful learner can learn in several different ways.
Negligible Learning Styles
Often, a negligible score indicates that you may have difficulty learning in that way.
One solution may be to direct your learning to your stronger styles. Another solution
might be to try to work on some of the skills to strengthen your learning style in the
negligible area.
Note: This is a Spanish translation of Reid’s PLSQP Questionnaire that was a
applied to the whole group.
Instrucciones
La gente aprende de diferentes maneras. Por ejemplo, Algunos aprenden
principalmente con sus ojos (aprendices visuales) o con los oídos (aprendices
auditivos); Alguna gente prefiere aprender por experiencia y /o por realizando trabajos
con sus manos (aprendices kinestésicos o táctiles); alguna gente aprende mejor
cuando trabajan solos mientras que otros prefieren trabajar en grupos. Este
cuestionario ha sido diseñado para ayudarle a identificar las maneras en las que usted
aprende mejor—o la manera en la que usted prefiere aprender.

33. Lea cada frase en las siguientes páginas. Por favor responda como si esta actividad
perteneciera a la clase de inglés. Decida si usted esta de acuerdo o en desacuerdo
con cada frase. Por ejemplo, si concuerdas totalmente, marca:
SA A U D SD
De acuerdo Estoy de no me decido En desacuerdo En desacuerdo
totalmente acuerdo totalmente
X
Por favor responda a cada frase rápidamente, sin pensarlo mucho. Trate de no
cambiar sus respuestas una vez haya seleccionado una respuesta. Por favor
responda todas las preguntas. Por favor use un lapicero para marcar sus respuestas.
Cuestionario de Preferencias de Estilos de Aprendizaje Perceptual.
SA A U D SD
De acuerdo De No me decido En desacuerdo En desacuerdo
totalmente acuerdo totalmente
X
Item SA A U D SD
1. Cuando el profesor me d alas instrucciones entiendo mejor.
2. Yo prefiero aprender hacienda cosas en clase.
3. Trabajo más cuando trabajo con otros.
4. Aprendo más cuando trabajo con otros..
5. En clase , Yo aprendo mejor cuando trabajo con otros.
6. Yo aprendo mejor leyendo lo que el profesor escribe en el
tablero.

34. 7. Cuando alguien me dice como hacer las cosas en clase
aprendo mejor.
8. Cuando hago cosas en clase, aprendo mejor.
9. Recuerdo mejor cosas que yo he escuchado que las que he
leído.
10. Cuando leo instrucciones las recuerdo mejor.
11. Aprendo mejor cuando puedo hacer un modelo de algo.
12. Entiendo mejor cuando leo instrucciones.
13. Cuando estudio solo, recuerdo las cosas mejor.
14. Aprendo más cuando hago algo para un proyecto de clase. .
15. Disfruto aprender en clase realizando experimentos.
16. Aprendo más cuando dibujo como parte del estudio
17. Aprendo más cuando el profesor da conferencias
18. Cuando trabajo solo, aprendo mejor.
19. Entiendo las cosas mejor cuando participo en dramas.
20. Aprendo mejor en clase cuando escucho a alguien.
21. Disfruto trabajar una tarea con dos o tres compañeros..
22. Cuando construyo algo, recuerdo mejor lo que he aprendido.
23. Prefiero estudiar con otros.
24. Aprendo mejor leyendo que escuchando a alguien
25. Disfruto hacienda algo para proyectos de clase.
26. Aprendo mejor cuando participo en actividades relacionadas.
27. En clase, Trabajo mejor cuando trabajo solo.

35. 28. Prefiero trabajar solo en mis proyectos.
29 Aprendo más leyendo libros que escuchando conferencias.
30. Prefiero trabajar por mí mismo
NOTE: the exercise below was designed by the teachers involved in this research
study.
2. Class Tasks related to how Colombian people see themselves as
individualistic persons.
WHO IS THIS?
Students had to fill in the blanks with the appropriate verb and its form in Simple
Present Tense.
In the morning, Sophy usually _________________ at 6:00 and then she
___________ a shower. Later, she ________________ her clothes and when she is
ready she ___________ a cup of coffee and ___________ to the university. She
____________ at the university the whole morning and in the afternoon she
___________ her homework. In the evening, she ____________ T.V or __________ to
music.She __________ listening to Pop music. She also _________ dancing with her
friends on weekends. She _________ listening to Champeta music, ___________
chores and ___________ her bed. She _________ with her parents, two brothers and
three sisters. She __________ in a big house in the countryside.
Note: the following activity was adapted from William Shakespeare´s biography taken
from Encarta Encyclopedia.
In this task, students had to fill in the blanks using the appropriate verb in the Past
Simple tense. Copies of the completed exercised were taken and shown below.
William Shakespeare - The Greatest Playwright

36. William Shakespeare was born in Stratford-upon-Avon in the middle of England in
1564. His father, John, was a glove maker and his mother came from a locally well
known farming family.
He went to the local school where he probably learned Latin and Greek. In1583 he got
married to a woman called Anne Hathaway, with whom he had three children,
Susanna, Judith and Hamnet. He worked as an actor in London in 1592. It was while
he was working as an actor that he started writing his own plays. By 1599, he became
successful and he was able to build his own theatre, which he called “The Globe”. He
worked and wrote plays at the Globe until 1613. He died in 1616. He wrote over 150
poems and 37 plays.
William Shakespeare - The Greatest Playwright
Worksheet A
William Shakespeare was born in (a) …………………….in the middle of England in
1564. His father, John, was a (b)………………and his mother came from a locally well
known farming family.
He went to the(c)……………..school where he probably learned Latin and Greek. In(d)
…………. he got married to a woman called Anne Hathaway, with whom he had (e)
………….children, Susanna, Judith and Hamnet. He worked as an actor in (f)
…………… in 1592. It was while he was working as an actor that he (g)
…………………. his own plays. By 1599, he became successful and he was able to
build his own theatre, which he called (h)………………... He worked and wrote (i)
……………. at the Globe until 1613. He died in(j) …………... he wrote over 150 poems
and 37 plays.
Write questions for each of the gaps in the text above.
a) Where was…………………………………………………?
b) What was ………………………………………………….?
c) Which school did………………………………………….?
d)……………………………………………………………….?
e) ………………………………………………………………?
f) ……………………………………………………………….?
g) ………………………………………………………………?
h) ………………………………………………………………?
i) ……………………………………………………………….?
j) ……………………………………………………………….?
Worksheet B
William Shakespeare was born in Stratford-upon-Avon in the middle of England in (1)
……….. His father, John, was a glove maker and his mother came from a
William Shakespeare - The Greatest Playwright

37. (2)…………………………………………………
He went to the local school where he probably learned (3)……………and ……………...
97921.38In1583 he got married to a woman called (4).......................…, with whom he
had three children, (5)……………, ……………… and Hamnet79213583.15. He worked
as an actor in London in (6)………. It was (7)..........................as an actor that he
started writing his own plays. By (8)…………., he became successful and he was able
to build his own theatre, which he called “The Globe”. He worked and wrote plays at (9)
………………. until 1613. he died in 1616. he wrote over (10)……… poems and 37
plays.
Write questions for each of the gaps in the text above.
1) When was …………………………………………………?
2) Where did his………………………………………………?
3) What did……………………………………………………?
4) ………………………………………………………………?
5) ………………………………………………………………?
6) ………………………………………………………………?
7) ………………………………………………………………?
8) ………………………………………………………………?
9) ………………………………………………………………?
10) …………………………………………………………….?
First, the teacher brainstormed some information about William Shakespeare and pre-
taught some unknown vocabulary: glove maker, plays, etc. Then, the class was divided
into two groups, A and B. A copy of worksheet A was handed out to each student of
group A and a copy of worksheet B was given to each student in group B. Time was
given to check and ask about unknown vocabulary. Later, students worked in pairs with
people who had the same worksheet and wrote down the questions (in simple past
tense) they needed to ask in order to complete their version of the text. Next, students
were rearranged so that each student with worksheet A was working with a student
with worksheet B. Students were not allowed to look at each other’s papers. Students
took turns to ask the questions they had prepared. They should write the answers in
the spaces on the worksheet. After that, the teacher fixed all the worksheets on the
classroom walls and students had to walk around trying to guess at least two owners of
those worksheets.
3. When students shift from one learning strategy to another, they can learn
easily.
In the video-taped class a guessing activity could be analyzed. The teacher chose
known and unknown regular verbs to be mimed. Each student had to perform the

38. action they had chosen in front of the class. After the verb was guessed by the others
they had to write a sentence using the past tense of that verb. The following verbs were
the ones used in the activity:
S1: Visit
S2: Invite
S3: Walk
S4: Study
S5: Clap
S6: Kick
S7: Fold
The unknown verbs (clap, fold, kick) were guessed in Spanish and the teacher said
them in English. The students shifted from one learning style to another without any
difficulty (visual, kinesthetic, auditory, tactile and individual). They were involved. They
participated and enjoyed the activity.
Family Tree (Source: Cutting Edge Elementary Resource Bank. Pearson Education
Limited 2001)
In this task one copy of the family tree was given per student; one copy of worksheet A
or worksheet B. First, the teacher checked if they understood how the people were
related. Next, she divided the class into two groups, A and B. She gave a copy of
worksheet A to all the students in group A and gave copy of worksheet B to all the
students in group B. After that, students worked in pairs with some one who had the
same worksheet. Students looked at the information and wrote the names of the family
in the correct place of the family trees. When they finished, students checked their
answers with another pair that had the same worksheet. Later, the class was
rearranged so that one student who had worksheet A was working with a student who
had worksheet B. Next, students asked each other questions with WHO IS…..? in
order to complete the family tree. When they had a new name they should write it
under the pictures in the space provided.
Worksheet A
1. Bob is Steve’s brother.
2. Bob is married. His wife’s name is Sally.
3. Molly and Steve have got one daughter. Her name is Sue.
4. Molly’s got one sister. Her name’s Liz.

39. 5. Sally and Bob have got one son. His name is Tom.
6. Tom’s got a sister. Her name’s Maria.
7. Mike is Liz’s father.
8. Jack is Tom’s grandfather
9. Steve is Tom’s uncle
10. Jack’s got two granddaughters, Maria and Sue.
11. Sue and Maria are cousins.
12. Mike’s got two daughters, Molly and Liz.
Worksheet B
1. Steve’s got one sister. Her name’s Pam
2. Steve and Molly are Peter’s parents.
3. Billy is Peter’s brother
4. Molly’s got a brother. His name is Mark.
5. Mark is married. His wife’s name is Laura.
6. Emma is Pam and Steve’s mother.
7. Laura and Mark have got one son.
8. Victoria is Frank’s grandmother.
9. Molly is Frank’s aunt.
10. Frank and Billy are cousins.
11. Peter and Billy are Emma’s grandchildren.
12. Molly is Victoria’s daughter.

41. FAMILY TREE
1_______ 2_______ 3 ________ 4 _______
5 _________ 6 ________
7_______ 8________ 9 MOLLY 10 STEVE 11________ 12_______
13__________
17________ 18_______
14________ 15________ 16________

42. BIBLIOGRAPHY
Reid, Joy. (1995). Learning Styles in the EFL/ESL Classroom. Heinle & Heinle
publisher.
Dunn Rita & Dunn Kenneth. (1993). Learning Styles/ Teaching styles: Should They ….
Can they… be Matched? Educational Leadership , 36, 1979, pp 238-244
Felder, Richard. (1995). Learning and Teaching Styles in Foreign and Second
Language Education. Foreign Language Annals 28, N. 1 1995, pp. 21-31
Zhenhui, Rao. (2001). Matching Teaching Styles with Learning Styles for ESL/EFL
Instruction. The Internet TESL journal, Vol VII, No 7, July 2001.
Peacock, Matthew. (2001). Match or Mismatch? Learning Styles and Teaching Styles
in EFL. International Journal of Applied Linguistic. Vol. 11. No 1. (20 p).
Style, Eble. (1980) Sunconference.utep.edu/CET aL/resources/tws/teachingh style.pdf,
pp. 95.
Wilson, Vicky. (1998) Learning How They Learn: A Review of Literature on Learning
Style.pdf eric.ed.gov ( pp. 3)