How to Cite:

Delgado, M. A. C., Delgado, M. Ángel C., Loor, J. P. F., Valle, E. J. H. D., & Castro, A. A. O. (2023).
Learning styles applied to teaching the English language. Macrolinguistics and Microlinguistics, 3(1/2), 53–
60. [Link]

Learning Styles Applied to Teaching

the English Language
Maria Acnabel Castro Delgado
Maestría en Educación Básica, Universidad Laica Eloy Alfaro de Manabí, Extensión
Chone, Ecuador

Miguel Ángel Castro Delgado

Maestría en Educación Básica, Universidad Laica Eloy Alfaro de Manabí, Extensión
Chone, Ecuador

Jenifer Patricia Farías Loor

Maestría en Educación Básica, Universidad Laica Eloy Alfaro de Manabí, Extensión
Chone, Ecuador

Elizabeth Josefa Hidalgo Del Valle

Maestría en Educación Básica, Universidad Laica Eloy Alfaro de Manabí, Extensión
Chone, Ecuador

Andrés Alejandro Ortega Castro

Maestría en Educación Básica, Universidad Laica Eloy Alfaro de Manabí, Extensión
Chone, Ecuador

Abstract---Learning styles are the tools used by teachers applied to the

teaching of the English language in the Educational Unit "Raymundo
Aveiga" in the city of Chone, the objective was to demonstrate that
educational strategies based on learning styles applied to teaching of the
English language can contribute to improve learning, for the development
of the research a qualitative approach was proposed through which it was
possible to inquire about the different points of view and conclusions of
those involved, a bibliographic review was carried out that provided
adequate information to the development of work. The results obtained

© 2023 by The Author(s).

This journal is licensed under a Creative Commons Attribution 4.0 International License.
Corresponding author: Delgado, M. A. C. | Email: [Link]@[Link]
Manuscript submitted: 27 April 2023 | Manuscript revised: 18 May 2023 | Accepted for publication: 09 June 2023
53
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show that many of the teachers do not know what their learning style is,
as well as they have not developed activities based on determining what
the learning styles of their students are, within the teaching-learning
process of the English language. student must develop four skills,
Listening, Reading, Speaking and Reading. In this sense, their learning is
difficult because each student learns in different ways and above all each
one of them develops a different skill, it was obtained that the students
identify with the Kinesthetic style, they like to learn by developing
activities of practical utility.

Keywords---educational strategies, learning styles, teaching English

language, teaching-learning process.

Introduction

Educational institutions are places where many people come from different
backgrounds and who were trained under different idiosyncrasies. Therefore, their way
of learning will also be different, but additionally, the way of learning will depend on
how this student lives, if they have all the support of their family, if their diet is
adequate or if they have the necessary resources. for this purpose. In short, there is a
variety of elements that make up a scenario where the student can develop their
learning.

Students learn in different ways, some better than others, through observation and
analysis of things, some need to do activities or practice to understand, looking for
ease of understanding abstract concepts while others need to touch and feel the
concepts to understand. understand them. These different ways of understanding in
education are defined as "Learning Styles" and even though all students learn in a
combined way, at least one of them almost always predominates (Analytikus, 2022).

Based on the above, it should be noted that not all students learn in a homogeneous
way, each one of them has their differences and ways of obtaining information and
above all of assimilating it. There will be some who like to learn by playing, others
who like to develop math exercises, there will be those who prefer to learn by reading,
and there are even students who learn by doing things, that is, by creating objects.

Learning styles refer to the fact that when you want to learn something each student
uses their own methods or strategies. Although the specific way they are used varies
according to what you want to learn, each of them tends to develop and persist in the
practices with the best results obtained. This preference to use some strategies more
than others is part of what is called learning styles (Analytikus, 2022).
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In this regard, it is considered that the research related to the Learning Styles applied
to the teaching of the English language is of transcendental importance because it
allowed to reveal the lack of knowledge that many teachers have regarding this subject.
It is about understanding that the center of the teaching activity is student learning and
that the responsibility as teachers is to design and execute strategies so that they build
their own knowledge based on their relationship with the learning styles of each one
of them (Wong & Nunan, 2011; Oxford et al., 1992; Aryani & Rahayuni, 2016).

The research has the objective of demonstrating that the educational strategies based
on the Learning Styles Applied to the Teaching of the English language can contribute
to improve the learning of the English language.

Method

The research will have a Qualitative approach, a collection and analysis of the data
(Narratives, criteria or points of view) was carried out to refine the research questions
or reveal new questions in the interpretation process; in addition the method
inductive-deductive that contributed to clearly determine the premises and After the
conclusions of the investigation, a systematic review of the literature was carried out, a
theoretical search for information related to the dependent and independent variables
declared in the investigation.

Discussion

Starting from the premise that not all students develop their ability to learn in the
same way, nor at the same speed. Thus, in a certain group of students who start a
school period, it is expected that all reach a satisfactory level at the end of said period,
however, with the passing of time it is evident that many students do not meet
expectations and their performance is low. , while other students develop adequate
performance.

Learning styles have served to make significant changes in the educational process,
they have helped both students and teachers understand that each human being learns
in a different way, and that there is no right or wrong way of learning; On the other
hand, academic performance is a fundamental part of the teaching and learning
process, because it allows us to identify if the student meets the learning standards
provided by the education curriculum to be promoted in level (García, 2018).

Learning styles are identities that revolve around cognitive and physiological aspects
that identify each of the students, it is the way they interact within the teaching-
learning process. On the other hand, learning styles are linked to a set of individual
aspects of each student, which develop during their growth. Based on the publication
of (Romero, 2010), the learning styles shown in Figure 1 are identified.
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Figure 1. Learning styles

Source: (Romero, 2010)

English language teaching

In what has to do with the teaching of the English language, one of the big problems
that the educational system has and continues to have is the lack of interest and
motivation of many of the students for learning it, over the years. Various
methodologies have been implemented so that students of all levels can learn it,
however, the results have not been encouraging and the objectives have not been
achieved (Cabrales et al., 2019).

The methodological strategies by themselves do not constitute a total solution to the

problem of demotivation for learning the English language, there are other aspects
that the teacher must take into account when implementing them. Thus, for example,
the use of motivational techniques. In this regard (León & del Carmen, 2019), point
out that English is a globalized language, but it is also an instrument for the student to
openly express their feelings, the causes that cause it, all this in order to find possible
solutions to them in this research, and through this language feel, think and act with a
more positive mind in the face of adversities that arise in the lives of young people or
adults who go through physical and emotional changes.

Learning the English language is a multi-sensory activity, therefore, the educational

strategies planned by the teachers must be developed in accordance with the learning
styles and the skills of Speaking, Reading, Listening and Writting. According to (Molle,
2013), it is indicated that teachers must recognize the innate characteristics that each
of their students has to learn and assimilate information from their environment,
know that all students can learn easily when learning styles are known and designs and
implements pedagogical activities according to their students.
 57

According to the Final Master's Project entitled "Learning styles in the English
language classroom as a second language and its incorporation into the micro-curricula
of teachers in the language center of the Escuela Superior Politécnica Agropecuaria de
Manabí MFL, for the design of methodological strategies" by the Santiago de
Guayaquil Catholic University. (Alcivar, 2019). concludes the following:

• The work carried out has been of great importance as it allowed the Department
of Human Talent and the Language Department of ESPAM MFL to
demonstrate that there are various learning styles in both students and teachers,
and that it is very important to identify and work with them.
• By participating in this research, the teachers also discovered their own learning
style, which, according to what was known, influences the way of teaching
classes, since one teaches with tools that one believes are suitable, without
considering that perhaps although they are suitable for some are ineffective for
others.

According to the publication of his scientific article entitled "Multifaceted activities to

promote the learning of a foreign language based on learning styles". (Díaz &
González, 2019), conclude the following:

There was acceptance of the activities by the participants in a reflective, theoretical,

active, and pragmatic way. At the same time, different learning styles such as auditory,
visual, and kinesthetic were appreciated. It was observed that both triphasic and
eclectic activities promote collaborative and cooperative work among students and
arouse their interest in learning.

According to the Final Master's Project entitled "Learning styles in the development
of speaking the English language in students of 8th A Basic General Education, EGB,
of the Madre Laura School, Santo Domingo de los Colorados, period 2015-2016"
(León, 2017), concludes the following:

• In this work, the Kinesthetic, visual and auditory styles were identified as the
most appropriate within the teaching-learning process, becoming an educational
model that allows students to develop speaking skills.
• It was found that the development of speaking in students is not optimal since
up to 25% do not practice the language shown through the application of the
instrument that allowed visualizing the differences that exist in this skill.
• It was confirmed that the few hours that English is taught significantly affect the
development of speaking since students do not have enough time to practice
more.
• All teachers 100% state that they are predisposed to use these proposed
workshops as a pedagogical tool and in addition to receiving training on learning
58

styles to improve speaking skills in the teaching-learning process of the English

language.

Without a doubt, one of the most complicated subjects for a teacher and one in which
students show less interest is learning the English language. However, many students
would like to learn it and their preference for listening to songs in English is observed
at all times. Therefore, a fundamental contradiction is evident related to the fact that if
the student likes and is interested in learning English, how is it that at the subject level
there is a lack of motivation for learning. In this scenario, the research aims to inquire
about the learning styles applied to the teaching of the English language, in order to
investigate the experiences of other teachers (Phantharakphong, 2012; Farrell, 2003;
Ahmad, 2012; Sabilah, 2016).

Within the teaching-learning process of the English language, the student must
develop four skills, Listening, Reading, Speaking and Reading. In this sense, their
learning is difficult because each student learns in different ways and, above all, each
of them develops a different skill, that is, some of these students may be interested in
learning through reading, others may be interested. for speaking fluently. But
unfortunately, the information presented suggests that the teachers of this subject are
unaware of or do not develop the learning styles of their students, even more so when
it comes to the process of learning the English language. In this regard (Molle, 2013),
it is indicated that teachers must recognize the innate characteristics that each of their
students has to learn and assimilate information from their environment, know that all
students can learn easily when learning styles are known and design and implements
pedagogical activities according to their students.

The information obtained also reveals that there are English teachers who have not
yet discovered their own learning style, which influences the way they teach. It is
worth mentioning that there are as many ways to learn as there are students, each of
them can and should learn according to their learning style, however, there is always
the teacher who guides and guides the educational process. Therefore, it is essential
that the teacher master and know in depth their own and their students' learning styles
(Chen, 2009; Hsu, 2017; Doğruer et al., 2010; Borg, 2007).

Conclusion

The investigation allowed to demonstrate the reality related to the implementation of

the learning styles applied to the teaching of the English language, where many of the
teachers are unaware of it and do not implement the learning styles, consequently they
stop promoting an asset that the students have who are called the need to learn.

It is evident that an important segment of students identifies with the Kinesthetic

style, that is, they like to learn by developing activities of practical utility. This is
 59

consistent since they learn based on developing practical activities. The development
of speaking in students is not optimal since a segment of students does not practice
the language shown through the application of the instrument that allowed visualizing
the differences that exist in this skill.

Acknowledgments

We are grateful to two anonymous reviewers for their valuable comments on the
earlier version of this paper.

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