Learning style preferences and language performance of Korean and Filipino language learners

Abstract

As this study deals with language students' learning styles, particularly that of the Koreans and Filipinos commonly mixed in one classroom, language teachers may not just find the results of this study helpful in predicting possible style conflicts between the two groups of learners or among learners but also in varying or choosing instructional techniques to meet the needs of students with contrasting styles of learning. Furthermore, the teacher may be more prodded to provide a wide range of activities (analytic and global, visual, auditory, tactile and kinesthetic; reflective and impulsive) that will help develop other alternative styles among the students. This study sought to determine the learning style preferences and language performance of Korean and Filipino language learners. Specifically, it sought to answer the following problems and prove the following hypotheses: 1. What are the learning style preferences of the Korean and Filipino language learners? Hypothesis: Auditory, tactile and kinesthetic learning styles are preferred by the Korean and Filipino language learners. 2. What is the level of language performance of Korean and Filipino language learners? Hypothesis: The level of language performance of Korean and Filipino language learners is good. 3. What is the level of correlation between the learning style preferences and language performance of the respondents? Hypothesis: The level of correlation between the learning style preferences and language performance of Korean and Filipino language learners is very low. From the data gathered and analyzed, the researcher arrived at the following findings: 1. The Koreans and the Filipino language learners prefer auditory, visual, kinesthetic and individual learning styles. The level of preferences however differ between the Korean and Filipino groups of learners. a. Korean language learners prefer the auditory, tactile, kinesthetic, visual and individual learning styles. b. Filipino language learners prefer kinesthetic, auditory, visual and individual learning styles. Filipino students are major kinesthetic learners, and are close to being auditory, visual and individual learners. 2. The Korean language learners have good language performance; the Filipino language learners have very good language performance. 3. The level of correlation between the Korean and Filipino language learners is low to very low. Based on the findings, the following are the concluded: 1. The Korean language learners learn better by listening to the oral explanation of teachers coupled by visual illustrations and physical or hands-on activities while the Filipino language learners learn more by actively participating in activities that require physical manipulation of things often done alone. 2. The Korean and Filipino language learners enrolled at the University of the Cordilleras can cope with the demands of the subject; effective listening, clear articulation of ideas and managing public forms of discourse. 3. The low correlation between the learning style preference and the language performance of the Korean and Filipino language learners is due to a number of factors. In relation to the findings and conclusions of this research, the following are recommended: 1. To match the students' auditory, kinesthetic and individual learning styles, listening activities [audio-tape lessons] independent homework be provided at the beginning of term; however, other activities such as those that require group interaction be provided to gradually introduce group learning style. 2. To improve the Korean and Filipino language learners' performance in Speech Communication, a Perceptual Learning Style Inventory be administered at the start of classes to enable teachers do necessary adjustment in their teaching styles and classroom activities. 3. Other dependent variables such as teaching styles, IQ of students, students motivation and age levels of students be taken. 4. Other recommendations: The following are further recommended: a. Other studies on learning style preferences of students in other courses be done to validate the findings of this study. b. To validate the result of the self-survey on students' learning style preferences, a Learning Style Diagnostic Screening be administered and analyzed. Such a test will be compared with the students' learning style as perceived by students and as proven by a test.