The Effects of Learning Styles on Second Language Acquisition in Advanced-Level

Spanish Students

Sydney Smith

A Thesis Presented to the Central Magnet Faculty

In Partial Fulfillment of the Requirements of Graduation

May 2021
 ABSTRACT

Learning styles have been identified as one of the significant factors influencing an

individual’s success as they develop a second language. However, their validity has also
been questioned in recent years. In the foreign language classroom, it is especially
important for teachers to be aware of learning differences between students. This study
examines the learning styles that are most common in advanced-level Spanish language
students at Central Magnet School and how the identification of these styles would be
beneficial to foreign language educators. The study consisted of a survey that
contained the VARK learning style questionnaire, to classify each learner, and reflective
questions about achievement and individual preferences. The results showed that the
majority of participants were multimodal or kinesthetic learners. In addition, the
responses to the reflective questions indicated that the overwhelming majority of
participants would prefer an option to match their learning style with a teacher’s teaching
style in the foreign language classroom. These findings could be significant for foreign
language teachers in increasing the effectiveness of their instruction.

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I dedicate this work to my parents, Jennifer and Trey, who have supported me every step

of the way and have been extremely encouraging throughout this past year.

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 ACKNOWLEDGMENTS

I would like to say thank you to my senior English teacher, Dr. Laura Lynn

Roland, for her constant guidance and encouragement as I was completing this thesis. I

am also extremely grateful for the support and assistance that Mrs. Eve Harrison and Mr.

Andrew Noelle provided over the course of this year. Thank you both for being my field

of study advisors and for always being willing to answer questions and give me feedback.

Lastly, I would like to thank my mentor Sra. Angelica DaSilva for her expertise in the

field, which was of great help to me in analyzing my data and completing this work.

TABLE OF CONTENT

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LIST OF TABLES & FIGURES.......................................................................................vii

CHAPTER ONE: INTRODUCTION..................................................................................1

Research Question...........................................................................................................1

Background Information..................................................................................................1

Definition of Terms.........................................................................................................2

Purpose of Study..............................................................................................................2

CHAPTER TWO: REVIEW OF LITERATURE................................................................4

Types of Learning Styles.................................................................................................4

Visual...........................................................................................................................5

Auditory.......................................................................................................................5

Read/ Write..................................................................................................................5

Kinesthetic...................................................................................................................6

Common Learning Styles................................................................................................6

Learning Styles Theories and Models.............................................................................7

VARK Model...............................................................................................................7

Kolb Model..................................................................................................................8

Benefits of Identifying Learning Styles...........................................................................8

The Controversy Surrounding Learning Styles...............................................................9

Second Language Learning...........................................................................................10

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 Second Language Teaching Methods............................................................................10

CHAPTER THREE: METHODOLOGY..........................................................................12

Research Approach........................................................................................................12

Justifying Methodological Choices...........................................................................12

Data Collection Process.................................................................................................13

Survey........................................................................................................................13

Participants................................................................................................................13

Procedures..................................................................................................................14

Data Analysis Process....................................................................................................14

CHAPTER FOUR: RESULTS AND DISCUSSION........................................................16

Data Collected...............................................................................................................16

Discussion......................................................................................................................28

CHAPTER FIVE: CONCLUSION...................................................................................31

Study Summary.............................................................................................................31

Limitations.....................................................................................................................32

Implications...................................................................................................................32

Suggestions for Future Study.........................................................................................33

REFERENCES..................................................................................................................35

APPENDICES...................................................................................................................38

LIST OF TABLES & FIGURE

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Figure 1, Advanced Spanish classes taken by participants...............................................16

Figure 2, Participants current status in Spanish language learning.................................17

Figure 3, Learning style preferences participants received..............................................18

Figure 4, Learning style preferences participants received adjusted for the 5 core

learning styles....................................................................................................................19

Figure 5, Participant’s average advanced Spanish class grade........................................20

Figure 6, Participant’s opinion on if they learn material more effectively when it in

presented in their learning style preference......................................................................21

Figure 7, Participant’s self-reflection of their own Spanish abilities................................21

Figure 8, Participant’s opinion on how frequently their teacher uses instructional

methods that correlate with their learning style preference..............................................22

Figure 9, Participant’s opinion on matching student learning styles and instructor

teaching styles in the Spanish classroom...........................................................................23

Figure 10, Learning style preferences of VARK learning style questionnaire participants.

Source: VARK Research Statistics (2020)........................................................................24

Figure 11, Learning style preferences of ESL students in IELCs. Source: Yassin (2012) 25

Figure 12, Learning style preferences of ESL students in IELCs sorted by language level.

Source: Yassin (2012)........................................................................................................26

Figure 13, ESL student achievement measured by TOEFL scores in IELCs separated by

matched learning styles and unmatched styles. Source: Yassin (2012)............................27

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 CHAPTER ONE: INTRODUCTION

Research Question

What is the most common learning style in top-performing students in the Spanish

foreign language classroom? How would the identification of this common learning style

be beneficial for educators in teaching Spanish as a foreign language?

Background Information

Learning styles can be described as the preferential way in which an individual

absorbs, processes, comprehends, and retains information. Learning styles are an

expression of how people prefer to use their abilities. In addition, they are generally more

innate when compared to strategies (Kaminska, 2014). Learning styles have been studied

intensely by educators since their resurgence in the 1950s and later popularization in the

1970s. There are four main learning styles that are generally accepted in the education

community; however, many other sub-categories of learning styles exist. These main

learning styles are visual, aural (auditory), read/write, and kinesthetic.

Language learning styles and strategies appear to be among the most important

variables influencing performance in a second language (Moenikia & Zahed-Babelan,

2010). Other variables that affect a learner’s ability to acquire a second language include

age, gender, personality, socio-economic status, motivation, intelligence, and self-esteem.

All of these variables work together to determine how successful the student will be in

learning the second language.

Many tests have been developed to help individuals identify their learning styles.

One of the most commonly used questionnaires for identification of a student’s learning

style is VARK. This model was developed by Fleming & Mills in 1992 as an expansion

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of previously used Neuro-linguistic programming models. The questionnaire is 16

questions long, and in 2018 alone over 1,325,000 people completed the online survey.

Many studies have been conducted where students with a specific learning style

have been placed in a classroom where the teacher’s teaching styles matches their

learning style, and these studies displayed positive results. One study in particular

included ESL Arab Gulf students. The students who were placed with teachers who

matched their style achieved higher TOEFL scores than the students who had different

learning styles from their teachers (Yassin, 2012).

Definition of Terms

 IELCs- Intensive English Learning Centers; full time educational programs that

provide non-native English-speaking international students with instruction in

grammar, reading, writing, and speaking. They are focused on teaching English

for daily communication and academic study, and they serve students with

varying levels of English proficiency.

 TOEFL - Test of English as a Foreign Language; a standardized test to measure

the English language ability of non-native speakers wishing to enroll in English-

speaking institutions

 VARK - the model and accompanying questionnaire to describe the four

modalities of student learning  Visual, Aural (Auditory), Read/Write,

Kinesthetic.

Purpose of Study

This research will help teachers to plan more effective activities and lessons for

their students. These lessons, that are more student centered, will maximize results of

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students on standardized exams. Additionally, it is also known that students will learn

and retain material more effectively when the content is taught through their preferred

learning styles and strategies (Fitriani, 2013). This further emphasizes that when the

student’s learning style and the teacher’s teaching style match, then the results are better

than when the styles are unmatched.

Another benefit to the identification of a common learning style is that it enables

students to begin to develop learning strategies  for learning through various learning

styles  from a young age, if they do not identify with the most common learning style

for Spanish. They could also choose to learn a different foreign language that may be

better suited for their innate learning style.

Lastly, this could help academic counselors when placing students into

classrooms each year. If they took learning and teaching styles into consideration when

assigning class placements, then the overall performance of students should increase.

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 CHAPTER TWO: REVIEW OF LITERATURE

The following Review of Literature is an analysis of sources to aid in the research

of these questions: What is the most common learning style in top-performing students in

the Spanish foreign language classroom? How would the identification of this common

learning style be beneficial for educators in teaching Spanish as a foreign language?

While many studies in second language learning have concentrated on developing

effective instruction methodologies, there has been little research on how the

identification of a common learning style could benefit educators in developing this

instruction. A gap exists between the identification of teaching and learning styles and

how differentiated instruction based on these learning styles could be implemented in the

classroom.

Types of Learning Styles

Learning styles can be described as the ways in which an individual perceives,

interacts with, and responds to the learning environment. They are an individual’s innate

and preferred way of absorbing, processing, and retaining new information and skills

(Lorenzo, 2016). It is generally considered to be true that an individual’s learning style

will be affected by personality variables, socio-cultural background, and educational

experience (Fitriani, 2013). Learning styles play a large role in the development of

language skills of second language learners. There are four types of learning styles that

are most prominent in the education community, however, there are many models that

break these styles down further into more specific categories. The common learning

styles are visual, auditory, read/ write, and kinesthetic. Additional learning styles that are

identified in other models include sensing and intuitive learners, visual and verbal

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learners, active and reflective learners, as well as sequential and global learners (Razawi

et al., 2011). Some research has shown that individuals may have multiple learning

styles, one for each of the following categories: cognitive learning styles, sensory

learning styles, and personality learning styles (Lorenzo, 2016). However, for the purpose

of this research, the four modalities focused on will be visual, auditory, read/ write, and

kinesthetic.

Visual

Visual learners prefer to learn through diagrams, charts, and graphs. They need

images to understand concepts and ideas, more so than words. These learners prefer

information that is presented in shapes or patterns. The best activities for these learners in

the classroom are graphic organizers and flow charts (Wiley Education Services, 2017).

Auditory

Auditory learners prefer to learn information by hearing it or speaking about it.

They learn best from lectures, group discussion, and podcasts or radio. This can include

not only talking aloud to others, but also talking to oneself. They perform best when they

can sort out their thoughts through spoken language instead of sorting out their thoughts

and then speaking. The best aids to these learners are audio recordings of lessons and

group activities (Wiley Education Services, 2017).

Read/ Write

Read and Write learners prefer to learn information that is displayed as words.

These learners prefer to read reports, manuals, and essays. They best learn through taking

notes in class. They will find it most helpful to describe charts, graphs, and pictures in a

written format to study later (Fleming & Mills, 1992).

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Kinesthetic

Kinesthetic learners prefer to learn information through manipulatives and

simulations. They enjoy case studies, videos, movies, and demonstrations. Kinesthetic

learners prefer to receive information through examples that relate the activity to the real

world; they value practicality. They desire to do things for themselves instead of learning

about the experiences of others. They learn best by recreating situations and practicing

them (Fleming & Mills, 1992).

Common Learning Styles

Recent research has suggested that nationality may play a large role in which

learning style an individual will prefer. People of the Spanish nationality are more

commonly bimodal learners—they show a preference for kinesthetic and tactile styles

over other styles of learning. American learners, on the other hand, prefer mainly

kinesthetic and auditory styles (Lorenzo, 2016). There is a link between culture and

learning style patterns, but it is incorrect to make generalizations that everyone who is a

part of this group will have the same learning style (Guild, 1994).

Additionally, the Kolb model of learning styles suggests that the majority of

foreign language graduate students identify with the diverger style of learning. This style

is classified by learners who use mainly reflective strategies to perceive information and

who value concrete experiences. They need personal involvement in learning activities to

be most successful (Lorenzo, 2016).

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Learning Styles Theories and Models

There are various learning style models that have been developed such as Kolb,

Honey-Mumford, Felder-Silverman, 4 MAT, Gregorc, Hermann Brain Dominance, and

VARK. Each of these models focuses on helping to classify individuals as a type of

learner and identify key differences between each type of learner. However, each model

uses different modality classifications to categorize individuals. VARK will be used

predominantly in this research because it is the main model that identifies learners as

visual, auditory, read/ write, or kinesthetic learners, while the other models do not use the

same modalities to classify learners. Kolb will be used as a secondary model to better

understand and compare previous research.

VARK Model

VARK is a questionnaire designed to help students identify their learning style

and gain a better understanding of the learning strategies that they should be using to best

fit their learning style. The purpose of VARK is to help individuals learn more

effectively. It uses situational questions that ask about individual preferences to classify

each individual. It was developed in 1987 by Neil Fleming and became the first inventory

to contain not only the identifying questionnaire but also information and resources for

individuals to gain further insight into what their learning style means. The VARK

questionnaire identifies individuals as having one of 4 modalities—visual, aural, read/

write, or kinesthetic—or a mixture of many (Fleming & Mills, 1992). The VARK model

includes two types of multimodal learners. The type one multimodal learner uses a

combination of learning styles and can switch between these styles depending on what

will be best suited for the situation. The type two multimodal learner requires input from

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all of their preferred modes of learning in order to be satisfied. This leads them to have a

deeper and broader understanding of the concept, but they take more time to fully

understand the material they are learning. With the identification of multimodal learners,

the VARK model accounts for those individuals who use multiple learning styles. The

model addresses the controversy that an individual can have more than one learning style

by giving the individual their results as a percentage of each learning style that they use,

instead of just classifying them as having a single learning style.

Kolb Model

The Kolb learning style model breaks learning styles down into four modalities.

These categories are based on how the individual perceives and processes information.

Individuals can be classified as convergers, divergers, assimilators, or accommodators.

Convergers prefer to solve problems and participate in experimentation. Divergers prefer

to observe others and use reflective observation to understand ideas. Assimilators value

reasoning and logical order. Accommodators prefer a practical approach to learning.

They are hands on learners, and they take more risks when compared with the other styles

(The Peak Performance Center, 2020).

Benefits of Identifying Learning Styles

Although many factors determine a student’s success in a foreign language

classroom, learning styles have been identified as one of the more significant factors.

Learning styles are a large contributor to the language development patterns in

individuals. In order for learners to make maximum progress in the second language,

their individual differences and learning styles must be attended to. Students who are

aware of their learning style can capitalize on their abilities and understand their

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weaknesses, making them more effective learners (Kirst, 2015). By taking notice of

learning styles within the classroom, teachers can enhance the overall learning experience

for students by incorporating all learning styles into their foreign language classroom. It

can help teachers when constructing their curriculum to better fit the needs of the

students. This student-centered teaching has proven to be a more successful experience

for all of the second language learners, when compared to traditional instruction methods

(Yassin, 2012).

The Controversy Surrounding Learning Styles

Some recent research studies have attempted to debunk the theory of learning

styles. These studies have suggested that students are not one type of learner or another,

instead they use a mix of study habits that do not always correlate with their identified

learning style. The study argued that learning styles were merely representative of what

the students liked more, not what worked better for their memories (Khazan, 2018).

Experts claim that the concept of learning styles stems from the self-esteem movement in

the 1980s and 1990s. Some psychologists argue that the learning style theory is just

wishful thinking on the behalf of teachers who think that they can be effective for every

student in their classroom by tailoring their instruction to each student’s learning style.

They argue that identifying a student’s learning style can be beneficial purely for

reflective purposes, however, learning styles have virtually no impact on how students

learn best. They claim that students have “different abilities, not styles”. They claim that

identifying your learning style might help you learn about yourself, but it won’t help you

learn (Khazan, 2018). Psychologist Scott Barry Kaufman said that the idea of catering

teaching to students learning styles can actually promote a fixed mindset that discourages

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growth and adaptability in learning (Toppo, 2019). Despite these claims, there are many

studies that provide evidence to support the theory of learning styles.

Second Language Learning

Second language learning has to take place after the learner has already mastered

a primary language (Abdan & Tan, 2016). Therefore, the learner has already developed

specific preferences and styles pertaining to how they will acquire an additional language

based on how they acquired the first one. In first language learning, both the route and

rate of development are highly systematic, which is untrue of second language learning.

Second language learning is a highly variable experience for each individual learner, but

there are common steps that all learners will go through while learning the language. The

route of language learning remains highly systematic, and all students will follow specific

steps to achieve fluency in the second language. The rate of language learning, however,

is where many of the students differ (Myles, 2016). Each individual will take a differing

amount of time to move through each of the steps on the path to language fluency. The

rate of language learning and overall retention of information can be influenced by many

underlying factors—one of which being an individual’s learning style.

Second Language Teaching Methods

There are three main factors that must be taken into account by educators to

receive the most effective results from their students. These three factors are the nature of

knowledge and skills that are taught, the teaching methods of the instructor, and the

learning styles of the students (Yassin, 2012). The importance of learning styles in the

classroom indicates that individual differences in the students should be addressed. These

individual differences should be addressed through a learner-centered curriculum by

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using flexible and differentiated educational strategies that focus on ensuring competence

for all students. Teachers should employ different methods and strategies when catering

to individual students in the classroom. The results of Yassin (2012) affirmed the idea

that matching the instructor’s teaching style and the student’s learning style can improve

the overall level of proficiency in the second language of ESL Arab Gulf students in

IELCs. The majority of students in the study received better scores on the TOEFL,

indicating a higher proficiency in the language. Additional research has supported the

idea that when students are matched with teachers that utilize strategies in response to

their individual learning preferences, they have demonstrated more effective learning

outcomes (Tulbure, 2011).

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 CHAPTER THREE: METHODOLOGY

Research Approach

In order to analyze the effects of learning styles on second language acquisition, a

mixed methodology was used. This type of methodology is common in other language

acquisition and learning style studies. In addition, learning style questionnaires and tests

are some of the most common methods of data collection in the field of learning styles.

The quantitative data was taken from part one of the survey, the VARK learning style

questionnaire. In this portion of the survey, individuals are given a score from 0 to 16 for

each modality (visual, aural, read/write, and kinesthetic) based on how much they prefer

that method of learning. The qualitative data was taken from part two of the survey, the

reflection questions regarding the student’s experiences in the Spanish classroom. These

questions required self-reported information and opinions about learning situations that

included descriptions.

Justifying Methodological Choices

A survey was chosen to collect data because it could gather information from a

large number of participants in a smaller amount of time. Similar studies that examine

learning styles and second language acquisition, specifically in ESL students, also used

surveys to collect data. The research conducted in the ESL study (Yassin, 2012) used the

VARK questionnaire as the first part of the survey, and it also included reflection

questions for the remaining portion of the survey. The reflection questions asked students

to self-report their language level and information about the teaching styles of their

instructors. The questions from that study’s survey are similar to questions that are

included in this survey.

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 The reflection questions were chosen to better understand how the student

performs in Spanish class and to help determine the correlation between a student’s

learning style and their success in the classroom. Participants were asked to self-report

their average grade in Spanish class along with their confidence in performing tasks in

the target language. The data collected from this portion of the survey can help in the

identification of a more effective foreign language learning curriculum that is more

student-centered.

Data Collection Process

Survey

A survey with two major components was used to collect data. This survey was

given out through social media platforms and through the Spanish language teachers at

Central Magnet School. The participants were instructed to complete the survey outside

of class time to ensure that they could use whatever time necessary to take the survey.

The first portion of the survey contained the VARK questionnaire, which is composed of

16 questions to identify an individual’s learning style. The second component was made

up of five reflection questions about the individual’s past experience with learning styles

in the foreign language classroom, their overall performance in Spanish class, and if the

individual would prefer to have a Spanish teacher that was matched to their personal

learning style.

Participants

The survey was made available to students at Central Magnet School who

completed or are currently enrolled in Spanish 4, AP Spanish Language, or AP Spanish

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Literature. Therefore, all participants were current or former students at Central Magnet

School. Additionally, all participants were between the ages of 14-19 years old.

Procedures

The survey, located in Appendix A, was distributed through google forms. It

included both multiple choice questions and reflection questions that were in the form of

scale ratings. The individuals completed the survey voluntarily, and all of their personal

information was kept confidential.

The participants responses to part one of the survey will determine if there is a

common learning style in Spanish students. If the majority of participants have one

learning style, then this will be shown through the data collected from the VARK

learning style questionnaire. In the second section of the survey, the self-reported

performance of the students will determine if a specific learning style is more successful

in the Spanish classroom. Lastly, the participant’s responses to the reflection questions

about matching student learning styles with teacher teaching styles will determine if the

individuals think their learning experience would have been improved if they were taught

solely through their preferred method of learning.

Data Analysis Process

The responses were first organized into two categories: students currently in

Spanish classes and former Spanish students. Any surveys that were collected outside of

the age range (14-19 years old) were deleted along with responses from participants who

did not take classes in the language for at least 4 years.

For the beginning of the data analysis, surveys were sorted into categories based

on the learning style that they corresponded with. These categories were: visual learners,

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aural learners, read/write learners, kinesthetic learners, and multimodal learners. Then the

surveys were sorted further based on performance and overall confidence in the language

classroom.

To answer the final research question, the surveys (regardless of previously

identified learning style) were sorted into two categories: individuals who felt that

matching teacher & student styles would be beneficial for student performance and

individuals who felt that matching teacher & student styles would not be beneficial or

have no effect on student performance.

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 CHAPTER FOUR: RESULTS AND DISCUSSION

Data Collected

A survey was distributed through the Central Magnet School Spanish language

department to aid in the research of learning styles in top-performing Spanish language

students and how identifying a common learning style could be beneficial to Spanish

language educators and students. There were 34 participants, and all participants were

required to have taken a minimum of 4 years of Spanish language classes. All

participants attended Central Magnet School and were between the ages of 14-19 years

old.

Figure 1, Advanced Spanish classes taken by participants

Figure 1 shows the breakdown of Spanish classes taken by the participants, as

they reported in the survey. Out of the 34 participants, 27 (79.4%) took Spanish 4, 22

(64.7%) took AP Spanish Language, and 5 (14.7%) took AP Spanish Literature.

However, at Central Magnet it is an option for some students to skip the Spanish 4 class,

since it is mainly a review class, and move on to AP Spanish classes. Some students fell

into this category, and so the years of Spanish taken by participants instead of classes
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taken by participants is as follows: 100% of participants completed 4 years of Spanish,

52.9% of participants completed 5 years of Spanish classes, and 5.9% of participants took

6 years of Spanish classes.

Figure 2, Participants current status in Spanish language learning

In the above figure, participants reported their current status in Spanish language

learning. Of the 34 participants, 18 participants (52.9%) had taken an advanced Spanish

language course but were not currently enrolled in an additional Spanish course at the

time of completing the survey. 16 participants (47.1%) were currently enrolled in one of

the advanced Spanish language courses. The data from these two groups was analyzed

separately at one point in the study to determine if the participant’s status in Spanish

learning had an effect on their learning style preference, but there was no significance

shown between these two variables.

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Figure 3, Learning style preferences participants received

The above graph shows the learning styles that participants were matched with

after taking the VARK learning style questionnaire. The VARK learning style

questionnaire had 13 possible specific preferences that an individual could be matched

with. There were 4 main modalities (visual, aural, read/write, and kinesthetic) and each

had 3 levels of how strong the preference was (mild, strong, or very strong). There is also

a multimodal preference that an individual can be matched with; this means that the

respondent is not particularly inclined to lean towards one learning style over another.

Respondents results from the VARK questionnaire are as follows: 22 participants—

multimodal, 3 participants—strong kinesthetic, 3 participants—mild kinesthetic, 2

participants—strong read/write, 2 participants—very strong kinesthetic, 1 participant—

kinesthetic, and 1 participant—multimodal kinesthetic. Multimodal learners were most

prevalent and accounted for 64.7% of all participants. This overall preference for

multimodal learning was apparent through the graph.

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Figure 4, Learning style preferences participants received adjusted for the 5 core learning styles

The data from the Figure 3 graph “Learning style preferences participants

received” was adjusted into columns to show the participants core preference (visual,

aural, read/write, kinesthetic, or multimodal) instead of their specific individual

preference (very strong, strong, mild, etc.). When put into categories based on their core

learning style, 23 participants (67.6%) were classified as multimodal learners, 9

participants (26.5%) were classified as kinesthetic learners, and 2 participants (5.9%)

were classified as read/write learners. This indicates that the overwhelming majority of

participants are multimodal learners. However, when the data was adjusted into Figure 4,

the graph showed that there was a strong preference for the kinesthetic style as well,

which was not originally apparent in the Figure 3 graph. There were no participants who

reported having an aural or visual learning style preference.

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Figure 5, Participant’s average advanced Spanish class grade

The next question on the survey asked participants to report their average Spanish

class grade. Figure 5 indicates that 20 participants (58.8%) received high A’s in their

advanced Spanish classes, while 14 participants (41.2%) received low A’s. No

participants reported earning lower than an A average in their advanced Spanish classes.

This data was originally going to be used to measure the strength of the correlation

between achievement and learning style. However, since there was not a drastic

difference between student achievement, as represented by grades, this correlation would

be insignificant.

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Figure 6, Participant’s opinion on if they learn material more effectively when it in presented in their
learning style preference

Figure 6 represents respondents opinion on the effect of teaching styles on their

performance in the classroom. The majority of participants (94.1%) chose between an 8

and 10 on the survey question, which indicated that they learn information more

effectively when it is presented in their learning style preference. Two participants felt

that learning and teaching styles do not have a strong effect on how well they learn

information in the foreign language classroom, with one participant reporting a 4 and one

participant reporting a 6 on the scale.

Figure 7, Participant’s self-reflection of their own Spanish abilities

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 The above figure shows participants reflections on their Spanish speaking,

reading, writing, and listening abilities. The most common response to this survey

question was a 7 or 8, showing that participants feel confident in their own Spanish

speaking, writing, listening, and reading abilities, but they are not extremely confident in

these abilities. There were also 4 participants who reported a 4 on the question, meaning

they lack confidence when performing tasks in the target language.

Figure 8, Participant’s opinion on how frequently their teacher uses instructional methods that correlate
with their learning style preference

The following question asked participants to rate how frequently their Spanish

teacher uses instructional methods that correlate with their learning style. Results varied,

but the majority of participants (21 participants or 61.8%) reported a high frequency of

correlation, between a 7-9. However, there were also 2 participants who reported between

a 1 and 2 on the scale, meaning their instructor rarely or almost never uses instructional

methods that correlate with their learning style.

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Figure 9, Participant’s opinion on matching student learning styles and instructor teaching styles in the
Spanish classroom

When respondents were asked their opinion on how beneficial they believe

matching teacher and student styles would be, the majority of participants (76.5%) stated

that they would prefer or strongly prefer an option to match their Spanish teacher with

their learning style, indicating between an 8-10 on the survey question. However, there

were also 2 participants who indicated that they would strongly oppose an option to

match teacher and student styles; they responded with a 3 on the scale. There were also 6

participants who felt that it would not affect them greatly to have an instructor that

matched their leaning style, indicating a 6 or 7 on the scale.

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Figure 10, Learning style preferences of VARK learning style questionnaire participants. Source: VARK
Research Statistics (2020)

VARK Research Statistics collected data between May and August 2020 via a

research questionnaire that was available on their website. During that time, 29,082

people filled in research questionnaire (which accounts for 12% of people who took the

VARK learning style questionnaire during this time period). The results of this study

determined that 66% of participants are multimodal learners. Additionally, kinesthetic

learners were most common in the single preferences category—accounting for 22.8% of

participants. Visual, aural, and read/write learners were all relatively uncommon

accounting for 1.9%, 5.1%, and 4.2% respectively. The data in the above table for the

percentage of multimodal and kinesthetic learners almost exactly matched the data found

in the survey with advanced Spanish language students. This study indicates that the

learning styles of advanced Spanish students do not differ immensely from the learning

style preferences of the general population surveyed by VARK.

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Figure 11, Learning style preferences of ESL students in IELCs. Source: Yassin (2012)

The Academic Effects of Learning Styles on ESL Students in Intensive English

Language Centers by Baderaddin Mahmood Yassin studied the learning styles of 159

students at IELCs at the University of Arkansas in Fayetteville and the Oklahoma

University in Norman. All participants were Arab Gulf students. The purpose of the study

was to determine the most common learning styles of ESL Arab Gulf students and to

determine if learning styles affected TOEFL scores of these students. 11.9% of

respondents reported having a visual learning style, 41.5% reported an aural style, 15.1%

reported a read/write style, and 31.4% reported a kinesthetic style. There was a

monumental difference in the number of aural learners in the Yassin (2012) study and the

survey conducted in this research study. However, the percentage of respondents who

identified with the kinesthetic learning style in each study was similar. The extreme

difference in the number of aural learners could be attributed to the difference between

the educational system in the Arab Gulf region and the educational system in the United

States.

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Figure 12, Learning style preferences of ESL students in IELCs sorted by language level. Source: Yassin
(2012)

This graph was taken from the Yassin 2012 study, and it showcases the learning

styles of the ESL students based on their level of language learning. In the IELCs

students range from basic-advanced in skillset. However, students generally only stay at

IELCs for long enough to pass the TOEFL so that they can be admitted into an American

institution. Generally, the longest amount of time that students would spend in these

learning centers would be a little over a year, with many passing the TOEFL in a few

short months.

Since the students surveyed in this research study had all taken a minimum of 4

years of Spanish classes, the group should be most comparable to the advanced category

in the above chart. The advanced group had 5 visual learners, 16 aural learners, 4

read/write learners, and 5 kinesthetic learners. Again, there was a much higher number of

aural learners in the advanced group of ESL students when compared to the advanced

Spanish students. There was also a higher percentage of visual and read/write learners but

26
a smaller amount of kinesthetic learners in the Yassin study when compared to this

research study. The study ended up showing that there was no statistical significance in

the correlation between language level and learning style (Yassin, 2012).

Figure 13, ESL student achievement measured by TOEFL scores in IELCs separated by matched learning
styles and unmatched styles. Source: Yassin (2012)

This data was collected from the same study as Figures 11 and 12. The above

figure showcases ESL student performance for two separate groups—one group had

matched learning and teaching styles and one group did not have matched styles. The

results of this study show that matching teacher styles and student learning styles results

in a greater number of students with increased TOEFL scores. In the matched learning

styles group, 91% of participants received between a 500-599 on the TOEFL compared to

39.5% of participants in the not matched learning styles group. Additionally, there were

25.3% of students who scored in the lowest bracket (300-399) on the TOEFL when

student and teacher styles were unmatched, but there were no students who scored in the

lowest bracket on the TOEFL when teacher and student styles were matched. TOEFL

scores were the measure of achievement in the study, therefore, matching student

27
learning styles with instructor teaching styles resulted in a greater success rate for

students taking this exam.

Discussion

The survey results showed that there was a learning style in top performing

advanced-level Spanish students at Central Magnet School that was most common and

learning styles that were least common. The learning style that was most common was

the multimodal style (67.6%), followed by the kinesthetic style (26.5%). These results did

not match my original predictions that the majority of learners would have a visual or

kinesthetic style. There were no participants who reported an aural or visual learning

style which was not consistent with other research done on ESL students and the general

population as a whole. There was a much higher percentage (41.5%) of Middle Eastern

students who had an aural learning style when compared to Spanish students in this

research (0%) and the general population (5.1%). This could be attributed to the

educational system in the Middle East and which styles are taught and used most

frequently in that region of the world. This could indicate that learning styles could be

taught through educational systems and not innate characteristics. This could also be

attributed to cultural differences, but more research would need to be conducted to

determine this.

From these results, teachers should focus on implementing kinesthetic activities

into their lesson plans that encourage learners to use manipulatives and simulations.

Suggested activities for these learners would include case studies, videos, movies, and

demonstrations (Fleming & Mills, 1992). Since kinesthetic learners prefer to receive

28
information through examples that relate the activity to the real world, practical examples

are very valuable to them and could greatly enhance their overall learning and retention

of the material. Also, teachers should use multimodal activities since the largest portion

of advanced Spanish students identity with this modality. Examples of using multimodal

strategies in the classroom include using textbook materials and assigning reading, then to

reinforce this learning instructors could give a lecture using a PowerPoint presentation

which uses videos and images. Lastly, teachers could then plan an in-class activity to give

real-life perspective and let students engage with the content in more concrete ways. This

mix of activities exposes students to strategies from each learning style which helped to

deepen their understanding of the material and present a well-rounded representation of

course material for all learning needs (Kennedy, 2019).

The survey results also showed that the majority of advanced Spanish students

that were surveyed (76.5%) would prefer an option to match their instructor with their

preferred learning style and believed that they would perform better in the language if

they were given this opportunity. This research was consistent with the research done in

the Yassin 2012 study that showed how matching teacher and student styles resulted in

better TOEFL scores for students. When teacher and student styles were matched, 91.5%

of students scored at the highest level; when teacher and student styles were unmatched,

39.5% of students scored at the highest level on the exam.

Additionally, the majority of survey participants (94.1%) reported that they

perform better and learn information more effectively in the language when their Spanish

instructor uses a teaching style that matches their learning preference.

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 After analyzing student opinions and preferences reported in the survey, the

results showed that students would prefer to match their teacher with their learning style

for foreign language classes. Results also showed that learning styles between students

did not differ drastically. With this information, teachers could be more mindful of which

activities they are using during instruction in their classroom. The identification of

common student learning styles is also beneficial to educators because they could then

make sure to include methods of teaching that accommodate all learners. Lastly, in

schools with multiple teachers for each particular level of the language, students could

pick which teacher correlates most with their learning style preference. Based on testing

in other studies such as Yassin 2012, students would learn material more effectively and

perform better on standardized exams when their styles are matched with their instructor.

30
 CHAPTER FIVE: CONCLUSION

Study Summary

To examine the most common learning style in top-performing students in the

Spanish foreign language classroom, a survey was distributed through the foreign

language department at Central Magnet School to students who had completed a

minimum of 4 years of the language. There were 34 participants who data was collected

from. The responses determined that multimodal and kinesthetic learning styles were the

most common. A small number of participants reported having a read/write learning

style, and no participants reported having a visual or auditory learning style. This allowed

me to conclude that multimodal and kinesthetic learning styles are the most common

styles that advanced Spanish students at Central Magnet School exhibit. Additionally, a

study run by VARK research statistics in more developed countries was evaluated to

compare student results to learning style preferences of the general population. The

findings of this study were very similar to the findings I found in my research.

To look into the second question presented in the research, another study focusing

on ESL students was examined to determine how matching student learning styles and

instructor teaching styles affected student performance at IELCs. This study was part of a

dissertation done by Baderaddin Yassin in 2012. Evaluating this study helped me to draw

conclusions on how the identification of a most common learning style in advanced level

Spanish students would be beneficial for foreign language educators. I was then able to

propose a plan, based on survey results gathered, to enhance student achievement and

teacher effectiveness in the advanced-level Spanish classroom.

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Limitations

One limitation of the study was the amount of participants that responded to the

survey. With only 34 participants it would be inaccurate to make generalizations about all

advanced-level Spanish students with such a small participant pool. The respondent pool

was intended to be small, but it was unusually small for this type of study. This limitation

could not be overcome since the qualifications for taking the survey were so restrictive.

Since the survey was not a mandatory requirement for class, and instead was completely

optional to students, there was a low response rate.

Another limitation of the study is the self-reporting questions about average

grades and confidence in the Spanish classroom that were included in the reflection

portion of the survey. Some participants may over-estimate their own abilities and other

participants may be too critical of themselves. However, this was a more efficient way to

collect performance data than a performance-based test which would require a differing

baseline score for each level of Spanish learners.

Additionally, the last limitation was the specificity of questions that were able to

be asked in the survey. Since the survey was limited to a certain time frame, many

specific questions had to be condensed into more generalized questions, which could

have affected the results of the study.

Implications

This research will help Spanish foreign language teachers to be more effective in

teaching material to advanced-level Spanish students. There are two ways that this

research can be implemented in Spanish departments. In schools with multiple instructors

per level, one teacher can be designated to teaching each group of learners—visual,

32
auditory, read/write, kinesthetic, or multimodal. In schools with less faculty in the

language department, a certain class period can be designated for instruction of students

the same learning style. This would allow them to be able to focus on teaching through

one mode of instruction instead of trying to accommodate all types of learners in their

classroom. If neither of these options are possible, then at the very least, teachers can be

aware of the different learning style preferences that students in their class have. This

would allow teachers to incorporate activities that are beneficial to all learners and not

focus as much on activities that use modalities that none of their students identify with.

This would help students by allowing them to have the option to choose a teacher

based on which style of learning fits them best. This could help them perform better on

standardized testing such as AP language exams, if the results of matching student and

teacher styles follows the trend of research done in IECLs with ESL students.

Suggestions for Future Study

Originally, this study was intended to be conducted as an experiment. However,

unforeseen circumstances caused the study to be transformed to use survey data as the

main data collection. If a similar study was going to be conducted again, it should be

done as an experiment with the maximum number of participants to ensure validity and

accuracy. The experiment should begin by asking participants to answer questions

presented in the VARK questionnaire. Then, the researcher should separate each group

based on their learning style preference (given to each participant after completing the

VARK questionnaire). The researcher should match students with a visual learning style,

for example, with an instructor that uses mainly visual teaching methods. Each group

should be matched with a teacher that correlates with that groups learning style

33
preference. The instructors should all teach the same material, only differing in the

methods used to teach the material. After the material is taught to all students, they

should then take the same achievement test over the material that has been taught. This

experiment still could not ensure complete accuracy because students could have

background knowledge on the material being taught that would allow them to perform

well on the achievement test regardless of how the material is presented to them. The

researcher should take the groups and match them with an instructor that does not match

the groups learning style preference. All groups should learn the same new material, that

is about the same level as prior material, and then take an achievement test over that

material. Lastly, the researcher should compare results from the two different trails

(matching styles versus non-matching styles). An experiment would allow for the

correlation of achievement and learning style to be further evaluated in a more controlled

environment with limited confounding variables and self-evaluation bias that would be

present in a survey.

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 APPENDICES

Appendix A, Spanish and Learning Styles Survey

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39
40