Crosscultural differences in learning styles of secondary English learners

Bilingual Research Journal, Summer 2002 by Park, Clara C

The post hoc multiple comparisons of means tests for the independent variable of students' length of residence in the United States showed that students who had been in the United States for more than eight years (18.55) had much greater preference for group learning than those who had lived in the United States for one to three years (17.13) or four to seven years (17.14) (Scheffe tests, p

Findings and Discussion

Armenian, Hmong, Korean, Mexican, and Vietnamese English learners in the study exhibited statistically significant ethnic group and achievement level differences in their learning styles. Some learning styles of these students were significantly correlated with their length of residence in the United States. However, both boys and girls exhibited similar learning style preferences. The following describes each of six learning style preferences reported by students with respect to the previous research questions.

Auditory Learning

There were no significant ethnic group or gender differences in auditory learning preferences among Armenian, Hmong, Korean, Vietnamese, and Mexican American English learners in secondary schools (see Table 1). Nor did the students' length of residence in the United States appear to be related to their preferences for auditory learning. Both boys and girls in all groups exhibited either major or minor preferences for auditory learning. However, middle achievers showed statistically significant higher preferences for auditory learning than low achievers (Scheffe test, p

Visual Learning

As a whole, all five ethnic groups in the study exhibited either major or minor preferences for visual learning. Armenian, Korean, Vietnamese, and Mexican American English learners indicated minor preferences for visual learning, whereas Hmong students indicated major preferences for it. This study confirmed previous research findings (Park, 1997a, 1997b; Reid, 1987) that Korean students were very visual. There were no significant ethnic group, gender, or achievement level differences among students who preferred visual learning. Nor did length of residence in the United States appear to be related to student preferences for it.

Kinesthetic Learning

All five ethnic groups in the current study indicated either major or minor preferences for kinesthetic learning although there was a statistically significant difference in preferences for kinesthetic learning between the Hmongs, who indicated a major preference, and Koreans, who showed minor preference for it (Scheffe test, p

Tactile Learning

All five ethnic groups also indicated either major or minor preferences for tactile learning although there was a statistically significant difference between Hmong students, who indicated a major preference, and Korean students, who showed a minor preference (Scheffe test, p

Group Learning

There were statistically significant ethnic group differences in preferences for group learning (Scheffe test, p

The negative preferences for group learning expressed by the Korean and Armenian English learners could be a reflection of their lack of exposure to small group activities in their native countries prior to their immigration given that there are hardly any small group activities or experiential or interactive learning activities in Korean classrooms in Korea (Park, 1997a, p. 68; Park, 1999, p. 59). Also, Korean and Armenian students' negative preferences for group learning could be a reflection of their individualism or competitive spirit in Armenian or Korean classrooms (Park, 1997a, p. 69) or the teaching styles they have encountered since immigrating. Quite interestingly, there was a statistically significant difference in preferences for group learning between Hmong students who showed major preference for it and Mexican students who showed minor preference for it. In other words, although Mexican students appeared to prefer group learning, Hmong students' preference for group learning appeared to be much greater. This phenomenon may be attributable to the cultural upbringing of the Hmongs back in their native country (Laos) in which villagers and ethnic clans emphasized mutual assistance.