![](3D"02Articulo3MarceloAllauca_archivos/image011.gif")
Exploraci&oa=
cute;n
de los estilos de aprendizaje de inglés y la asimilación del
conocimiento del estudiante
Explorati=
on
of learning styles of english subject in the student’s knowledge
assimilation
=
=
Abigail Dioselina Garrido Valle. [1=
], Elsa Amalia Basantes Arias. [2=
] & María Guadalupe Escobar Murillo. [3=
]
Recibido: 10-12-2019 / Revisado: 26-12-=
219
/Aceptado: 04-01-2020/ Publicado: 07-02-2020
Abstract. &=
nbsp; &nbs=
p;
The present research was to determine, identify,
analyze and establish the learning styles applied in the assimilation of
knowledge of the English Language subject; taking into account that their l=
ack
of knowledge creates difficulties both in the development of the subject an=
d in
the generation of significant learning of the students of the Ninth and Ten=
th
Level of Basic General Education of the Educational Unit "Liceo Polici=
al
Chimborazo" during the 2015-2016 school year in the city of Riobamba. =
This
study was qualitative, exploratory, bibliographic and field type. The
qualitative method used was ethnographic, the same method that allowed the
study to be carried out in a direct and natural context. For data collectio=
n,
the observation technique was used and as an instrument a tab that was prep=
ared
by a group of expert collaborators in the area. The instrument was validated
and applied to students and teachers. The tabulated, analyzed and interpret=
ed
data allowed to conclude that the predominant style of learning in the grou=
p of
students analyzed, was the reflexive pragmatist that positively influenced =
the
learning - teaching process for assimilation English Language knowledge.
Keywords: Exploration, Learning Styles, Knowledge
Assimilation, English
Resumen.
La presente investigación fue determinar,
identificar, analizar y establecer los estilos de aprendizaje aplicados en =
la
asimilación de conocimientos de la asignatura del Idioma Ingles;
teniendo en consideración que su desconocimiento genera dificultades
tanto en el desarrollo de la asignatura como en la generación de un =
aprendizaje
significativo de los estudiantes del Noveno y Décimo Nivel de
Educación General Básica de la Unidad Educativa “Liceo
policial Chimborazo” durante el año lectivo 2015-2016 en la ci=
udad
de Riobamba. Este estudio fue de tipo cualitativo, de nivel exploratorio,
bibliográfico y de campo. El método cualitativo empleado fue =
el
etnográfico, el mismo que permitió realizar el estudio en un
contexto directo y natural. Para la recolección de datos se
utilizó la técnica de la observación y como instrumento
una ficha que fue elaborada por un grupo de colaboradores expertos en el
área. El instrumento fue validado y aplicado a los estudiantes y
docentes. Los datos tabulados, analizados e interpretados permitieron concl=
uir
que el estilo de aprendizaje predominante en el grupo de estudiantes analiz=
ado,
fue el pragmático reflexivo que influyó de manera positiva en=
el
proceso de enseñanza aprendizaje para la asimilación de
conocimientos del Idioma Inglés.
Palabras claves: Exploración, Estilos de aprendizaje,
Asimilación del conocimiento, Inglés
Introducción.
The propose of this resear=
ch
is to explore why teachers and students do not know the learning styles to
obtain a good knowledge’s assimilation during the learning process in
Noveno and Décimo año de Educación Básica at Un=
idad
Educativa “Liceo Policial Chimborazo”. This study is to observe=
why
the students do not use the learning styles to acquire relevant or true
information that let them to increase their knowledge so obtain a significa=
nt
learning to be competitive as a good student in different educational
necessities and the other hand teachers can use correct methods, techniques=
and
materials.
The problem is caused by
teachers and students unknown the learning styles so students have limited =
use
of their sense and skills, inactive participation; these are the main cause=
s of
which teacher detect the learning style is so important for students assimi=
late
the knowledge in a best way. This problem is caused, first because teachers=
do
not know how detect the learning styles of each one their students. Second
teachers do not use the correct methods and techniques according
students’ learning styles for increasing the knowledge of students and
finally students do not know what is their learning style for a good
assimilation of knowledge into the English subject.
Once reviewed the
library’s files of the Facultad de Ciencias de la Educación,
Humanas y tecnologías at UNACH and, it was verified that there are n=
ot
similar researches, but there is one research, which has similar variables =
it
is: “Análisis de los estilos de aprendizaje del idioma
inglés en los alumnos de primer año de bachillerato del Coleg=
io, Capitán
Edmundo Chiriboga, años 2012-2013.” By: Jessica Poma and RinaV=
izuete,
2014. (Universidad Nacional de Chimborazo).
This project’s objec=
tive
is to analyze the learning styles so it helps the intellectual, effectivene=
ss,
and social necessities. To improve the best development in the interaction
process at English language. This research is based in the Kolb’s mod=
el
(active reflexive, theory, pragmatic) honey and Alonso too. They explain
clearly way about learning styles.
“Student learning st=
yle
adaptation method based of teaching strategies and electronic media” =
By:
Ana Lidia Franzoni, 2009. (Instituto Tecnológico Autónomo de
Mexico). This research´s objective is to know the different learning
styles and that students apply the learning styles to solve various problems
according their learning necessities. The learning styles are combined with=
an
appropriate teaching of teacher to improve their skills during the learning-
teaching process.
Kneefe (1988) says that,
learning styles is the composite of characteristic, cognitive, affective, a=
nd
physiological factors that use as stablished pointers of how a student acqu=
ires
and interacts the new knowledge and practice in any environment. It shows w=
hich
models of mood and development throught which students demonstrate the good
schooling and better ways to learn. Learning styles are features of
organization and personality which are acquired in different places and ways
such as, school, home and general society.
Styles are theoretical
concepts that help to clarify the teaching- learning process. They are
potentials in the performance of each student that persevere throught teach=
ing
techniques and experiences. Gregorc (1979)
Dunn and Griggs (1988) Lea=
rning
style defines the way of how the environment of a classroom would be prepar=
ed
according the requirements of the learners to get a best learning’s
atmosphere. It advises the ways in which students concentrate in a best way
alone, with other people, with different kinds of teachers, or in a combina=
tion
thereof. It advises the skills through which students incline to recall hard
information in an easy way by hearing, speaking, seeing, using, writing, or
notetaking, experiencing, or also, a combination of these. Learning styles =
also
considers motivation, on task persistence or the necessity for different
assignments simultaneously, the types and amount of structure required, and
conformity versus nonconformity levels.
Revilla (1998) argues,
“finally, some characteristics of learning styles: are relatively sta=
ble,
although they may change; they may be different in different situations; th=
ey
are susceptible of improvement; and when to students are taught according to
their own learning style, they learn more effectively”.
According Tobias (1995), t=
here
are reasons that teacher should know about children's learning styles:
·
If you know your student's learni=
ng
styles, you'll be better prepared to guide into the learning process.
·
Most parents assume their childre=
n acquire
the new knowledge according their learning styles. For example, if the pare=
nts
are kinesthetic learners, it's not at all uncommon for them to suppose that
their kids to be kinesthetic learners, too. However, children develop diffe=
rent
learning styles than their parents and their siblings. if the parents
understand the learning styles of their children in a fast way they can con=
nect
with them in a meaningful and effectively learning and also they can teach =
with
great successfully.
·
Parents have to be prepared to ch=
oose
a good curriculum into the home.
·
Parents can choose a curriculum
without know the learning styles of their children. It will be an adequate =
job
to obtain a good education for them, however it can not a significant educa=
tion
in their education. After parents know the learning styles of their childre=
n,
you will choose a great curriculum that adapt to their necessities and you =
can
be confortable with your decision.
·
Finally, parents will recognize t=
he
way how your children understand to others.
·
Sometimes children feel unsatisfi=
ed
because they do not obtain a good communication with the society. Parents to
understand their children, first they should know their different learning
styles, it will benefit them to obtain a good communication with the societ=
y in
their life.
Learning styles are import=
ant
because it allows to know specifically the way of learning of each student =
thus
teacher can teach more effectively to get meaningful learning. The teacher =
need
to prepare the best curriculum according the necessities of each students b=
ased
on learning styles to that students can use the English language according
their level in the best way within the society. When the students recognize
their learning styles, they feel prepare to understand and communicate with
various person.
Kolb (1985) mention four
principle groups of learning styles. The types are not inflexible and stude=
nts
may lead to one or another side in between them.
·
Diverging
·
Assimilating
·
Converging
·
Accomodating
Main kinds of Learning Sty=
les
were established by Peter Honey and Alan Mumford, constructed in the
Kolb’s job, so they found four main learning styles or favorites:
Activist, Theorist, Pragmatist and Reflector. All learning styles are menti=
oned
by these authors to figure out what learning style have each student. So
facilitating the fast learning and increase the thoughts each learner must
have:
·
comprehend their learning style
·
try to find out new chances to st=
udy
throught usage that style
<=
span
lang=3DEN-US style=3D'font-size:12.0pt;line-height:115%;mso-ansi-language:E=
N-US'>
![](3D"02Articulo3MarceloAllauca_archivos/image012.gif")
Image1 . Honey & Mumford (1982) Learning Styles
These learning ways =
can
permit the best learning process how the teacher teaches and how the student
learns, so facilitate the gather of new information to students.
Honey and Mumford (1995)
argues that, “students usually find these self-review activities
informative and helpful, enabling them to engage more effectively in the
seminars. However, there is a danger that ideas introduced in study skills
modules can become detached from the core elements of an economics degree if
they are not overtly reinforced by seminar leaders”.
“Assimilation is a
cognitive process that manages how we take in new information and incorpora=
te
that new information into our existing knowledge” (Jean Piaget, 1988)=
, so
a person develops skills, attitudes and consistent values. For example, whe=
n a
young child learns the word dog for the family pet, he eventually begins to
identify every similar-looking canine as a dog. The child has extended his
learning, or assimilated, the concept of dog to include all similar 4-footed
friends.
Therefore, the assimilatio=
n in
the process of teaching-learning of the students of Noveno and Décim=
o de
Educación General Básica is vital to the retention of content=
and
the proper development of the skills to be developed at this stage where th=
ey
acquire good study habits and learning that will affect them for all their
life.
Methodology
Qualitative method to be
used:
·
·
·
·
This research is of qualit=
ative
type because it can be explained through existent theories using data
collection that contribute with this research.
This research was Exploratory. It was determined
throught observation method if a theory can be explained in base on current=
ly
existing theory with the data collection, it was exposed the information to=
get
significant generalization that contribute with the investigation.
The population is relative=
ly
small; for this reason, was not necessary to take a sample therefore this s=
tudy
was made up of 2 Teachers, 33 Students of Noveno Grade and 19 Students of
Décimo Grade, given as result 54 beneficiaries in Unidad Educativa
“Liceo Policial Chimborazo” during school year 2015-2016. This
group was choosed because we evidenced during the pre-professional practices
the existence of a low level of English learning. Students of Noveno and De=
cimo
grade have problems at the moment to acquire a new knowledge because teacher
and students do not know the learning styles to develop their skills and
abilities into the English subject. Their principal necessities are to know
their learning styles and facilitate the use of adequate methods and techni=
ques
according to domain of each student for obtain a meaningful learning during=
the
teaching-learning process.
The population is sm=
all
therefore no sample is applied consequently; the work is involved with anyo=
ne
indicated in the research process.
This research belong=
to
Methodology area. The same was chosen because Methodology is the systematic=
and
theoretical analysis of the methods applied to a field of study. It compris=
es
the theoretical analysis of the body of methods and principles associated w=
ith
a branch of knowledge.
In Methodology area =
the
learning styles are very important because they are physiological, cognitive
and affective characteristics that a student has to assimilate the knowledge
using different abilities. In this research was investigated the specific
problem “teachers and students do not know the learning styles, for t=
his
motive they do not have a good assimilation of knowledge at English
language”.
The first step was
requested authorization to the authorities at “Liceo Policial
Chimborazo”
Institution, after that our
investigation title was approved in h-consejo, we requested in the career
direction the office directed to the main authority of that Institution, wh=
ich
gave us the authorization in order to perform the field research. We did not
have inconvenience in this process as the authorities of the institution ga=
ve
us the approval to carry out this investigation.
The authorities gave us a
specific time to apply the evaluation instruments to teachers and students,=
in
this time we can observe the students in active way during the class. They
performed very happy and very active; the student developed some questions =
to
teacher.
There was some main aspects
that were observed such as; the use of the learning styles, techniques and
methods according the learning styles, level of the assimilation knowledge.=
To be realized this projec=
t we
needed to know if the teachers and students know the learning styles for a =
good
knowledge’s assimilation.
This research verified that
teachers and students did not know the learning styles obtaining a low leve=
l of
knowledge´s assimilation in the English subject. The information was
obtained from teachers, students, books and internet.
The technique that w=
as
applied in this research is survey used to gather the necessary information=
.
·
The instruments applied to=
be
the questionnaire, where it was recorded the relevant aspects about learning
styles and assimilation of knowledge that will be investigated.
·
To determine the
analysis of the collected information will be used the following techniques=
:
·
·
·
Method
·
<=
span
lang=3DEN-US style=3D'font-size:12.0pt;line-height:115%;mso-ansi-language:E=
N-US'>
·
Results
This research was develope=
d at
the Unidad Educativa “Liceo Policial Chimborazo” with Noveno y
Decimo de Educación Básica General in 2015-2016 school year in
order to explore the learning styles in the knowledge’s assimilation.=
Table 1. Survey to the teachers
|
=
OBJECTIVES |
=
INFORMATION |
=
ANALYSIS |
|
=
1.-
To determine if the learning styles influence in the assimilation of
knowledge of the subject of English, in the students of Noveno and
Décimo año de Educación Básica at
Institución Educativa “Liceo Policial Chimborazo” duri=
ng
the school year 2015-2016. |
=
1.-
Of the following Learning styles which more prevail for achieve a good
assimilation of knowledge in the subject of English within your group of
students? |
=
The
analysis shows that within the student group of Noveno and Decimo de
Básica predominate the laerning styles active and reflexive. There=
fore
teachers should use techniques and strategies related to these learning
styles to facilitate the acquisition of English language skills. |
|
=
2.-
To identify the learning styles used in the English subject, for the
assimilation of knowledge in the students of Noveno and Décimo
año de Educación Básica at Institución Educat=
iva
“Liceo Policial Chimborazo”. |
=
2.-
Do You Know About Learning Styles used in the process teaching and learni=
ng
of English as a subject? |
=
The
results show that the 2 teachers do not have a deep knowledge about learn=
ing
styles used in the process of learning of their students; the unknow make=
s to
difficult to recognize learning styles that each student has and likewise=
the
interaction and assimilation knowledge into the subject of English Langua=
ge.
The learning styles are essential to improve the quality study of the
students because they allow them motivate in the teaching-learning proces=
s. |
|
=
3.-
To analyze the level of assimilation of knowledge with relation to learni=
ng
styles used in the English subject in the students of Noveno and
Décimo año de Educación Básica at
Institución Educativa |
=
3.-
How often do you use the techniques described below to teach English?
Brainstorming, project development, directed study, forum and role play.<=
/span> |
= The results show us that the 2 teachers think that the success of learning in this school year is fairly satisfactory revealing that the planted object= ives for this year were not met with success in the area of English Language.<= o:p> |
|
=
“Liceo
Policial Chimborazo” to Project their improvement. |
=
|
=
|
|
=
4.-
To establish the different learning styles in the assimilation of knowled=
ge
with relation to learning styles used in the English subject in the stude=
nts
of Noveno and Décimo año de Educación Básica =
at
Institución Educativa “Liceo Policial Chimborazo” duri=
ng
the teaching - learning process. |
=
4.-
How often do you relate the methodology with Learning Styles? |
=
Students
do not receive the English classes in a good manner for this reason the
knowledge’ assimilation is fairly satisfactory. |
|
<= o:p> |
=
5.-
How often do you updated about the thematic of study within the
teaching-learning process? |
=
The
analysis shows that one teacher sometimes diagnosed learning styles of th=
eir
students and another teacher never. This result shows us that teachers do=
not
use the appropriate techniques and methodologies for the group of student=
s as
each student has different learning style and not all assimilate new
knowledge in the same way. Is necessary that teachers use the adequate
techniques for obtain a good assimilation of Knowledge. |
|
<= o:p> |
=
6.-
How Do you consider that the level of success achieved in the assimilatio=
n of
knowledge in the process of teaching-learning of English Language in this
school year to be? |
<= o:p> |
|
<= o:p> |
=
7.-
How often the obstacles that are described below prevailing in the learni=
ng
process of the subject of English? Lack of motivation, tiredness, lack of
appropriate teaching materials and use of traditional methods. |
<= o:p> |
|
<= o:p> |
=
8.-
Have you diagnosed the Learning Style of your students? |
<= o:p> |
SOURCE: Survey applied to teachers
BY:
Abigail Garrido and José Sinaluisa
Tabla 2. Learning Styles in students
|
=
ITEM |
=
FREQUENCY |
=
PORCENTAGE |
|
=
Theoric/
Reflexive |
=
11 |
=
33% |
|
=
Active/
Pragmatic |
=
7 |
=
2% |
|
=
Theoric/Pragmatic |
=
3 |
=
1% |
|
=
Pragmatic/Reflexive |
=
20 |
=
61% |
|
=
Active/Theoric |
=
4 |
=
1% |
|
=
Active/
Reflexive |
=
7 |
=
2% |
|
=
TOTAL |
=
52 |
=
100% |
SOURCE: Survey applied to teachers
BY:
Abigail Garrido and José Sinaluisa
ANALYSIS: The most of the students have Pragmatic/ Reflexive Learning Styles =
in
this grade that permit to acquire the new knowledge’s assimilation
through activities according to these styles. They permit that students use=
the
skills into the English language to obtain a meaningful learning in academic
process and students can use the language in real world.
Conclusiones.
· &n=
bsp;
The learning styles influence in the assimilation =
of
knowledge becuase they are cognitive and physiological features that permit=
the
learner to get the meaningful learning using the skills or abilities to stu=
dy a
second language in this case English language.
· &n=
bsp;
There is different kind of learning styles such as;
active, pragmatic, theoric and reflective. In this group of students exist a
high necessity to know the learning styles and relationship with adequate
strategies and methods to improve teaching- learning in the English subject=
so
achieve with succsess the posed goals in Noveno and Decimo de Educaci&oacut=
e;n
Básica General de la Institución Educativa “Liceo Polic=
ial
Chimborazo”
· &n=
bsp;
There is a low level of assimilation of knowledge =
with
relation to learning styles because teacher and students do not know learni=
ng
styles, it can not permit teacher help to that students have an high level
of learning at English subject.
· &n=
bsp;
The most of the students in Noveno and Decimo de
Educacion Basica have Pragmatic /reflexive learning styles which are useful=
to
increase the knowledge into the students and describe what level of
assimilation has each student to learn a second language in the learning
process.
References bibliographical.
Dunn, S and Griggs, A. (1988) Learning Styles. Dat=
e:
March/15/2016 Retrieved from: http://www.openaccesslibrary.org/images/BOS13=
4_Selma_Kara.pdf
Franzoni, A. L., Assar, S., Defude B. & Rojas,=
J.,
(2009) "Student Learning Styles Adaptation Method Based on Teaching
Strategies and Electronic Media," 2008 Eighth IEEE International
Conference on Advanced Learning Technologies, Santander, Cantabria, pp.
778-782.
doi: 10.1109/ICALT.2008.149
Gregorc, J (1979) Learning Styles. Date: March/15/=
2016
Retrieved from: http://old.fltrp.com/download/06071807.pdf
Honey, P. & Mumford, A. (1995) Honey and Mumford.Date: June/ 20/2016.
Retrieved
from:http://www2.le.ac.uk/departments/gradschool/training/eresources/teachi=
ng/theor
ies/honey-mumford
Kneefe, J. (1988) Application, Reliability and
Validity of the Index of the Learning
Styles. Date: March/15/2016. Retrieved from:
http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/ILS_Validat=
ion(IJEE).pdf
Kolb, D. (1984). Learning Styles and language
learning. Date: March/23/2016.
Retrieved from: http://englishmagicbox.com/site/learning-styles/
Piaget. J. (1988) Assimilation and Piaget: Definit=
ion,
Theory & Process. Date:
March/19/2016. Retraived from: http://study.com/academy/lesson/assimilation=
-and-piaget-definition-theoryprocess.html
Poma, J. (2014). Análisis de los estilos de
aprendizaje del idioma inglés en los alumnos de primer año de
bachillerato del Colegio, Capitán Edmundo Chiriboga, años
2012-2013. unach, 2014.
Revilla, D. (1998) Estilos de Aprendizaje.
http://www.monografias.com/trabajos91/los-estilos-aprendizaje/los-estilosap=
rendizaje.shtml
Tobias, C. (1995) The Way They Learn. Date: June/
20/2016. Retrieved from:
http://www.sonlight.com/learning-styles/
![3Deditorial1.png](3D"02Articulo3MarceloAllauca_archivos/image013.jpg")
PARA CITAR EL
ARTÍCULO INDEXADO.
Garrido Valle, A. D., Basantes = Arias, E. A., & Escobar Murillo, M. G. (2020). Exploración de los estil= os de aprendizaje de inglés y la asimilación del conocimiento del estudiante. ConcienciaDigital, 3(1.1), 17-28. https://doi= .org/10.33262/concienciadigital.v3i1.1.1129
=
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responsabilidad de los autores y no necesariamente reflejan el pensamiento =
de
la Revista Conciencia Digital.=
El artículo queda en propiedad de la revista y,
por tanto, su publicación parcial y/o total en otro medio tiene que =
ser
autorizado por el director de la R=
evista
Conciencia Digital.
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