Learning styles in the English Language teaching process in educational units: Case study

María Acnabel Castro-Delgado; Lady Lisbeth Cedeño-Rivadeneira; Jessica Carlina Félix-García; Katiuska Josefina Rivera-Mendoza; Adriana Jacqueline Vinueza-Segovia

doi:10.21744/ijllc.v10n3.2430

Authors

María Acnabel Castro-Delgado
fm_acnabelcastro@hotmail.com
The Educational Unit Raymundo Aveiga, Chone, Manabí, Ecuador
Lady Lisbeth Cedeño-Rivadeneira The Educational Unit 11 de Julio, Chone, Manabí, Ecuador
Jessica Carlina Félix-García The Educational Unit Matilde Hidalgo de Procel, Chone, Manabí, Ecuador
Katiuska Josefina Rivera-Mendoza The Educational Unit Matilde Hidalgo de Procel Rio Chone, Docente de Inglés, Chone, Manabí, Ecuador
Adriana Jacqueline Vinueza-Segovia The Educational Unit Unidad educativa Rio Chone, Docente de Inglés, Chone, Manabí, Ecuador

Keywords:

case study, education, English language, learning styles, meaningful learning

Abstract

The research called Learning Styles in the teaching-learning process of the English language in educational units. The objective of the case study was to identify the learning styles of the students so that the teacher could propose strategies that can improve the learning of the English language in the participating educational units. At the same time, the research had a quantitative approach with the purpose of generating statistics based on the results obtained during the implementation of the Honey - Alonso Test of learning styles. The results presented show that there is no unanimity in the way students approach language learning. Finally, it is proposed as conclusions that among the main learning styles evidenced are the following: Active (Speaking/Listening), Theoretical (Reading), Pragmatic (Writing/Reflective), Active/pragmatic (Reading/writing), and Reflective/pragmatic (Reading/Writing).

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