Learning styles and the potential for learning on institution-wide language programmes: an assessment of the results of a pilot study.

Drew, Fiona and Ottewill, Roger (2002) Learning styles and the potential for learning on institution-wide language programmes: an assessment of the results of a pilot study. Language Learning Journal, (26), 11-18.

Abstract

Institution wide language programmes are now widespread in UK institutions of higher education and offer students, regardless of discipline, the opportunity of enhancing their curriculum vitae through the development of communication skills in a foreign language. However, this facility for non-specialist language learners requires careful consideration to be given to learning style and related factors that may contribute to successful language learning. To explore some of the issues, an action research pilot study utilising qualitative research tools has been undertaken at Sheffield Hallam University. The findings provide various insights into the factors that impact upon non-specialist language learning. Although inconclusive with respect to learning style, they suggest that more can be done to maximise student achievement, such as providing students with opportunities for exploring the process of learning. They also indicate that further research should be undertaken focusing specifically on the nature of the interface between language learning and other components of the student’s learning experience and the identification of opportunities for cross-fertilisation between subject areas.

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