TITLE: Preferred learning styles by UPM Bachelor of English students in language learning

INTRODUCTION Statement of the problem Learning styles are both individually and culturally motivated (Kachru, 1988; Nelson, 1995). In different situation or culture background, different types of learning styles preferences among individual exists. Cohen (1969) and Oxford et al. (1991) suggested that conflicts do exist in the second language learning classroom context where students differ from the target language background try to master the language, and when the teacher does not understand the relationship between students learning styles and his/her own teaching styles (qtd. in Nunan, 2003, p. 269). In short, learning styles performs an important part in second language learning and teaching. The relationship between teaching and students learning styles should be heavily considered by educators (Mulalic et al., 2009). Here in Malaysia, there have been many studies made to explore English learners learning styles (Al-Tamimi and Shuib, 2009). A study made in National University of Malaya found that most students admitted that laziness heavily influence their learning and they are very dependent learner (Roziah & Ezad, 2003). Despite a number of studies being conducted relating to learning styles in Malaysian context, there is still clear that studies should be carried to investigate Malaysian University students learning styles specifically those taking English courses. So, it is important to explore the preferred learning styles of university students taking Major English course (Al-Tamimi and Shuib, 2009).

General Objective This study aim to examine the learning styles preferred by ESL students in language learning

Specific Objectives Based on the above objective, we have formulate two specific objectives for this study which are; to find out what learning styles are preferred by ESL students and to determine factors behind the preferred learning styles. Research Questions This study aim to explore the following questions; Whether the ESL students are sensitive or sequential, global or dependent or simply are they active or passive learners? What are the factors exist behind the learning styles preferences of ESL students?

Significance of the study This study will hope to add to the literary work on understanding the area of ESL students learning styles. By determining the preferred learning styles used by ESL students and the factors behind it, we hope to contribute in helping educators designing and altering language teaching to best accommodate students. Joy M Reid (2005) stressed out that by recognizing the learning style preference of non native speakers which in this context, Malaysian students, can give impact in developing and designing teaching methodologies and pedagogies. Definition of Term There have been many models designed to investigate the students preferred learning styles (e.g. Felder and Silverman, 1988; Kolb, 1984; Reid, 1987). In this study, we adapted Felder and Silvermans (1988) model in trying to examine the learning styles preferences of UPM Bachelor of English students. This model have 4 dimension which are; perceiving information (Sensing/Intuitive), inputting information (Visual/Verbal), processing information (Active/Reflective) and understanding information (Sequential/Global).

LITERATURE REVIEW Within Malaysia context, it can be said that educators in language learning have same preferences with their students. A study carried out at the National University of Malaysia on 53 students, who were doing a course called English for Hospitality Purposes, and three teachers (Siti, 2003). The objective of this study was to investigate the styles preferred by these ESP learners and find out whether the teachers are aware of their students' learning preferences (Siti, 2003). Siti (2003) used a questionnaire developed by Brindley (1984) as her instrument and results showed there are connections between what the students like and what teachers like in many aspects (Siti, 2003). Ong et al. (2006) conducted a research focusing on the learning style preferences and English proficiency of TESL students at Institut Perguruan Bahasa-Bahasa Antarabangsa (IPBA). The study main purpose was to investigate the effect of learning style preferences on the students written English proficiency (Ong et al., 2006). The main research instrument was Learning Style Preference questionnaire designed by Joy M. Reid. The results showed that the majority of those subjects preferred kinesthetic and none of them like verbal learning styles in language learning. This study also reported that students learning styles affect their written English proficiency (Ong et al., 2006). From this we see that learning styles play an important part in language learning thus it is essential to determine those preferred students learning styles. However, different students have different learning styles (Felder & Spurlin, 2005). It would be wrong to assume Malaysian TESL or ESP students have same view of learning style preference. Mulalic et al. (2009) had done a study to explore the field of problems and challenges related to Perceptual Learning Styles (PLS) of students in English as Second Language Situation (ESL) in Malaysia. The paper focused on analyzing the link between learning styles and the possible impact of determining students PLS. Mulalic et al. (2009) used Perceptual Learning Style Preference Questionnaire (PLSPQ) which was been developed by Joy Reid (1987) in order to asses the PLS preferences of 160 ESL students. The result of this study found that most

students preferred kinesthetic learning styles and give some interest in Visual, Auditory and Group Learning (Mulalic et al., 2009). In another study on learning styles, the results bore slight similar results within Malaysian context. Atef Al-Tamimi and Munir Shuib(2009) in Universiti Sains Malaysia carried out a study focused on identifying type of learning styles preferred by students in USM taking English major .They had adopted The Index of Learning Styles (ILS) questionnaire by Felder and Soloman (2004) as their researchs instrument. Sample for this study were 60 final year students taking Major English at USM. The study reported that majority of respondents are sensing, visual learners, prefer to get learning in active way and have a slight preference toward learning sequentially (Al-Tamimi and Shuib, 2009).

METHODOLOGY Research Method This research will be based on survey design. We are aiming to collect students responses regarding preferred learning styles. Our research will take place in Faculty Modern Languages and Communications, University Putra Malaysia Subjects We will identify randomly 60 UPM final year students taking Bachelor of English in the academic year 2009-2012 to be our subjects. Instruments This survey will use a set of questionnaire, adapted from The Index of Learning Styles (ILS) questionnaire which was developed by Felder and Soloman (2004). The ILS questionnaire which was based on Felder and Silvermans (1988) model is fit and consistent to answer all research questions relating students learning styles (Felder and Spurlin, 2005). The set of questionnaire consists of 44 questions that will help to classify the subjects according to their learning styles. In addition to this, information regarding subjects demographic background will be collected such as their age, gender, ethnicity and current English result. Procedures This set will be distributed to subjects of this study during class break and we predict it will only take 40 minutes from each subjects to answer all questions and return back the questionnaires. Data Analysis All data collected from the questionnaire will then being analyzed using Microsoft Excel. Data gathered will be arranged so that all research questions will be answered. The findings from this data analysis will be presented in charts and graphs to give clearer understanding.

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http://2003.learningconference.com/ProposalSystem/Presentations/P000023. Siti Hamin Stapa (2003). ESP Students Learning Preferences: Are the Teachers Aware? ESP WORLD, 1(4), 2. Retrieved March 13, 2011 from: http://www.esp-world.info/Articles_4/Stapa.htm