3.3.

Learners’ Learning Preferences

3.3.1. What Exactly Is A Learning
Preference?
A learning preference is how a person better perceives, conceptualises, organises and recalls information.
This could be a preference for learning through visual activities as opposed to, for example, audio activity. For
example, one learner may prefer to look at graphs while another may prefer to listen to the information on a
podcast.
There are other preferences, as we will see below. Proponents say that learning preferences are influenced by
the individual’s genetic make-up, previous learning experiences, culture, and society.

3.3.2. Identification Of Learning Preference

– Useful Or Not?
There are different views as to the relevance of the identification and usage of learning preferences in the
classroom. Unfortunately, many of the views from either side of the debate lack real or scientific proof as
learning preference methodologies remain unproven.
However, our opinion based on our experience is that learner preference identification is useful and is pretty
successful, particularly with adult learners.
Many teachers and educators see the benefit of using learning preferences approaches. Remember, though,
that there is likely to be usage which is appropriate and other usages which are not.
So, especially if you are working with young people, use methodologies with care. It is wrong to apply any
methodology blindly and unquestioningly, and wrong not to review and assess the effectiveness of methods
used.
In any case, we feel it’s vital that you are aware of learning preferences, no matter whether you end up being in
favour of them or not.

3.3.4 The VAK Approach

There are many different approaches used to determine an individual’s learning preference(s).
We will focus on one of these: The VAK Approach. We’ll also summarise some other approaches/methods

1. The VAK Approach

This is our preferred approach. It’s simple and easy to administer.
The VAK analysis identifies three learning preferences: Visual, Auditory and Kinesthetic.
Sometimes kinesthetic is said to include tactile learning, and sometimes this is added as a separate learning
preference.
Key points underlying this approach:
Any individual will operate in all three modalities, but with a preference for one or two.
Visual learners are likely to prefer mind-maps, diagrams, graphic language, flow charts, use of colour, white
space on the page, etc.
Auditory learners are likely to prefer discussion, explaining things to others, using a recording machine, and
teaching linked to anecdotes/jokes, etc.
Kinesthetic learners are likely to prefer group work, using models/objects in describing things, walking around
while learning, hands-on activities, role-plays, books with strong plots, etc.
When doing a learning preferences analysis with learners, the learners should be made aware of their
individual preferences.
Some research has shown that learners can perform better in tests if they change their study habits to fit their
learning preferences.
For example, visual-learning learners will sometimes have difficulty during written exams, because they can’t
recall test material that was spoken in class. However, by using a visual aid when studying, e.g. outlining
materials in colour, they may absorb more. For these learners, visual tools may improve their ability to recall
information more thoroughly.
Key characteristics of the visual, audio and kinaesthetic learning preferences based on the VAK
approach
Visual learner characteristics
Visual learners learn best by seeing things. A visual learner:

 is likely to be good at spelling but may forget names

 needs quiet study time
 has to think and reflect for some time before understanding a lecture
 likes colours and fashion
 dreams in colour
 understands and likes charts
 is good with sign language

Use these types of resources to capitalise on the visual learning preference when using warmers and
doing activities:

 A map of events or timeline, when reading a story

 Lots of whiteboard activity: colour coded words, matchstick drawings, games
 Flashcards
 Making coloured markings of everything: using highlighters, circling words, underlining
 Comics and cartoons. Erase the existing speech in the bubbles and get them to put in their own story.
 Copying what’s on the board, and then colour coding them (into nouns, verbs, etc.)
 Illustrated reading: using books with lots of illustrations
 Word puzzles, e.g., crosswords, word searches
 Making a diagram/sketch/flowchart/mind map
 Making lists
 Watching videos: identifying key actions
  Pictionary, but you may have to adapt it to suit your learners’ level
 Graphic organisers
 Multimedia, e.g., PowerPoint

Auditory learner characteristics

Auditory learners learn best through hearing. An auditory learner:

 likes to read to self out loud

 is not afraid to speak in class
 likes oral reports
 is good at explaining
 remembers names
 notices sound effects in movies
 enjoys music
 is good at grammar and foreign languages
 reads slowly
 follows spoken directions well
 can’t keep quiet for extended periods
 enjoys acting and being on stage
 is good in study groups

Use these types of resources to capitalise on the auditory learning preference when using warmers and
doing activities:

 Participating in group discussions, e.g., discussing the learning materials

 Phonetic reading: using rhyming and word games
 Using word association to remember facts and lines
 Listening to lectures and recording lectures
 Listening to others reading aloud and learner reading aloud
 Oral presentations
 Watching videos – identifying specific dialogue, words, and phrases
 Memorising and repeating facts and spelling (often with eyes closed)
 Using audiotapes for language practice
 Books which have been recorded
 Taping notes after writing them
 For younger learners, use melodies, beats, and rhythms to reinforce the learning (e.g., pronunciation)

Kinesthetic learner characteristics

A kinesthetic learner is someone who:

 needs tomove, do and touch

 is good at sport
 can’t sit still for long
 is not great at spelling
 does not have great handwriting
 likes working in science labs
 studies with loud music on
 loves adventure books, movies
 likes role-playing
 takes breaks when studying
 builds models
  is involved in martial arts or dance
 is restless during lectures

Use these types of resources to capitalise on the kinesthetic learning preference when using warmers and
doing activities:

 Games with action, e.g., quickly finding someone who…, and running to the board to add/change
some word
 Total Physical Response activities, e.g., songs with movement (Simon Says; Wheel on the Bus; Head,
Shoulders, Knees, and Toes)
 Use lots of realia: e.g., fruits, vegetables, clothes, tea set
 Craftwork, e.g., arising from a storybook read or a project based on a storybook
 Studying in short blocks
 Experiments, e.g., as part of a project on butterflies, looking after, watching and noting the growth of
caterpillars into butterflies
 Role-playing
 Taking field trips and visiting museums

Key points to consider when you start teaching:

To what extent does your teaching provide a range of activities to cater to the visual, audio and kinesthetic
learning preferences?
How can you enhance the range of activities in your classroom?
What learning preference do you have? Is it visual, audio or kinesthetic? Or is it a mix of two or more?
Some people find that their learning preference may be a blend of two or three preferences.
Naturally, it is not always practical or even possible to account for all learning preferences in a class.
But you may discover that an awareness of the various kinds of learning preferences will help you to create
more creative and appealing lessons. This, in turn, promotes more learner engagement, as learners will be
leveraging learning modes that match their strengths.
Your learners’ increased engagement and success in learning may also stimulate you to raise their
expectations. This initiates a powerful expectation-response cycle that can lead to higher achievement levels.
This, in turn, leads to increased motivation for your learners and you.
You can do your analysis of learners’ learning preferences through close observation, noting what you hear
and see.
There’s also a range of materials on the internet which will give you some ideas as to how to approach this.
And you can carry out a learning preferences analysis on yourself to find out what learning preferences you
may have if you are not aware of this already.
Please note that materials on the internet may be protected by copyright and you may be restricted to using
materials for your personal use. Check carefully.
The best route is always to carry out your analysis via your approach, by observing your learners closely and
noting what you hear and see.
Summary – the VAK approach
As with any learning approach, you need to decide whether this offers you any practical usage. The VAK
learning preferences approach has its proponents and detractors. Overall, however, we feel it serves as a useful
aid/for you when choosing appropriate learning activities:
1. Structure Learning Materials Around The Learners’ Strengths
If you have individuals or groups who have particular interests or strengths, e.g., sport, music, and you want
them to be involved and successful in their language learning, then structure your learning materials around
these interests and strengths.

2. Variety Brings Life To The Classroom

Providing a vibrant mix of learning activities derived from a blend of the different preferences will result in a
lively and engaging class for all your learners.

3. A Whole-Person Approach
Every individual uses all preferences to some degree or another. A multi-faceted teaching approach that
appeals to all preferences addresses the whole person in ways that more one-sided approaches do not.
The VAK approach helps to develop the whole person within each learner, which best serves the person’s
language learning requirements as well.
Give it a try – preferably with older learners.

3.3.5. Additional Learning Preferences

Here are two other learning preferences models, for your information:

1. Kolb Learning Preference Model

Four learning preferences:

1. Convergers (they do and think):

1. Learn by solving problems
2. Prefer doing technical tasks
3. Good at finding practical uses for ideas • Like concepts and experimenting with new
ideas
2. Divergers (they feel and watch):
1. Learn by observation
2. Good at brainstorming and gathering information
3. Are imaginative and sensitive
4. Like practical experience and reflection

Assimilators (they observe and think):

 Prefer to put information in a concise, logical order

 Use reflective observation
 Like abstract modelling and concepts
 Like theoretical reasoning
Accommodators (they do and feel):

 Prefer a practical, experiential approach

 Rely on intuition rather than logic (‘gut instinct’)
 People-oriented
 Hands-on learners
 Rely on feeling more than logical analysis
 Like practical experience and active testing

2. Honey-Mumford Model
This is similar to Kolb’s model.
There are four learning preferences.
According to this approach:

 Activists like practical work such as labs, fieldwork, observation exercises and using visual source
material for information, etc.
 Reflectors like to learn by watching other people, taking time to consider observations of their own
experience, etc.
 Theorists like lectures, reading papers on topics, considering analogies, etc.
 Pragmatists like simulations, case studies, homework, etc.

Thus, the four types might approach learning a software programme in different ways:

 Activists might start using it and feel their way into it.
 Reflectors might have a go at using it and then take time to think about what they have just done.
 Theorists might begin by reading the manual.
 Pragmatists might start using the programme but make frequent references to the help files.

The four types of learning are viewed as cyclical stages through which a learner can progress
(Watch>>>Think>>>Feel>>>Do), as well as categorising specific kinds of learning experiences.