Bridging the Cultural Gap: A Study of Chinese Students' Learning Style Preferences

Cynthia D. Melton

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Learning Styles and Cognitive Differences EFL/ESL Teaching and Learning Neuroscience, Education and Cognitive Function

Abstract

Following a literature review of some recent research on learning styles and EFL-related research in the People's Republic of China, this article describes a replication of a study done by Reid in 1987 of learning style preferences of ESL students in the U.S. With minor modifications, the same questionnaire asking students to identify their learning style preferences was administered in either Chinese or English to 331 students at five universities in the PRC. Statistical analyses indicated that language of the questionnaire did not in fluence the outcome; that sex of the respondent, level in college, years of English study, and number of semesters with a foreign teacher are all related to learning style differences; and that PRC students appear to have multiple major learning styles. The study concludes with suggested activities for the ESL classroom which are appropriate to each of the four basic perceptual learning styles.

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References

1987The Learning Style Preferences of ESL Students 2012Educational Leadership 1984Learning style: State of the science 1985Language Learning and Communication.1971Interactive effects of achievement orientation and teaching style on academic achievement.1985Marching to Different Drummers 1976One Picture Is Worth a Thousand Words? Not Necessarily!1983Learning Style and its Relation to Exceptionality at Both Ends of the Spectrum

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1993Culture and Learning: A Study of the learning style preferences of Japanese Students 2004Assessing and validating a learning styles instrument 2002Bridging the Gap Between Teaching and Learning Styles in East Asian Contexts 2009LEARNING-STYLE PREFERENCE OF ESL STUDENTS 2018The Influence of Learning Style on English Learning Achievement Among Undergraduates in Mainland China 1994The Learning Styles of Japanese Students

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