Perceptual Learning Styles in Korean Middle School EFL Textbooks
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초록
The purpose of this study is to examine Korean English as a foreign language textbooks for middle school education from the perspective of perceptual learning styles. One of Reid’s hypotheses about learning styles is that “learning styles, if unchecked, persist regardless of teaching methods and materials” (Peacock, 2001, p.2). This hypothesis forms the rationale and framework for this study. Korean EFL students in a middle school completed a Reid’s Perceptual Learning Style Preference Questionnaire. The results of this study indicate that among four basic perceptual learning styles, auditory is a major preference of students, while kinesthetic, visual, and tactile are minor; additionally, with regard to relation to others, group is preferred to individual. However, this study finds that activities in Korean EFL textbooks are not properly attuned to students’ learning styles. The textbooks use auditory and visual activities predominantly; furthermore, the textbooks employ significantly fewer activities for kinesthetic and tactile types; individual type activities outnumber group activities. This study provides insights into the topics that have the potential to improve the practice of EFL teaching.
Abstract
The purpose of this study is to examine Korean English as a foreign language textbooks for middle school education from the perspective of perceptual learning styles. One of Reid’s hypotheses about learning styles is that “learning styles, if unchecked, persist regardless of teaching methods and materials” (Peacock, 2001, p.2). This hypothesis forms the rationale and framework for this study. Korean EFL students in a middle school completed a Reid’s Perceptual Learning Style Preference Questionnaire. The results of this study indicate that among four basic perceptual learning styles, auditory is a major preference of students, while kinesthetic, visual, and tactile are minor; additionally, with regard to relation to others, group is preferred to individual. However, this study finds that activities in Korean EFL textbooks are not properly attuned to students’ learning styles. The textbooks use auditory and visual activities predominantly; furthermore, the textbooks employ significantly fewer activities for kinesthetic and tactile types; individual type activities outnumber group activities. This study provides insights into the topics that have the potential to improve the practice of EFL teaching.
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