Distribution of Learning Styles at the Faculty of Civil Engineering and their accomodation in English language instruction

Bc. Lenka Novotná

Master's thesis

Abstract:

This study aims to identify the dominant learning styles of the students and the teaching staff at the Faculty of Civil Engineering. In the theoretical part we will try to introduce the best known learning style theories in particular related to language learning. The basic element of these learning style models will be described. In addition an application of each learning style theory into language instruction will be given. Learning styles of both examined groups: the students and the instructors will be assessed and comparison will be made in relation to (i) gender differences in students´ learning style preferences and (ii) students´ learning style preferences with respect to their instructors´ preferred learning styles. In the second part of our research, our main objective will be to investigate whether and how are preferred learning styles accommodated in English language instruction. Finally, we will focus on presentation of students´ evaluation of the course and explore to what extent possible mismatches of students´ versus lecturers´ learning style preferences might be reflected in perception of language instruction in relation to course satisfaction and acquired knowledge.

Abstract:

This study aims to identify the dominant learning styles of the students and the teaching staff at the Faculty of Civil Engineering. In the theoretical part we will try to introduce the best known learning style theories in particular related to language learning. The basic element of these learning style models will be described. In addition an application of each learning style theory into language instruction will be given. Learning styles of both examined groups: the students and the instructors will be assessed and comparison will be made in relation to (i) gender differences in students´ learning style preferences and (ii) students´ learning style preferences with respect to their instructors´ preferred learning styles. In the second part of our research, our main objective will be to investigate whether and how are preferred learning styles accommodated in English language instruction. Finally, we will focus on presentation of students´ evaluation of the course and explore to what extent possible mismatches of students´ versus lecturers´ learning style preferences might be reflected in perception of language instruction in relation to course satisfaction and acquired knowledge.

Keywords

learning, learning styles, teaching styles, higher education, language instruction

Language used: English

Date on which the thesis was submitted / produced: 20. 1. 2009

Thesis defence

• Date of defence: 30. 1. 2009
• Supervisor: doc. Mgr. Světlana Hanušová, Ph.D.

Masaryk University

Faculty of Arts

Master programme / field:
Teacher Training for Secondary Schools / Upper Secondary School Teacher Training in English Language and Literature