Abstract
The aim of this study was to investigate the preferred learning styles of 110 Grade 8 English first additional language learners in Alice, Fort Beaufort district in the Eastern Cape Province. The study sought to identify learners’ preferred learning styles in order to get learners to know learning styles that suit themselves, yet in an indirect manner to consider learning alternatives. By doing so, they would be able to acquire the knowledge and skills they need to become more proficient in English first additional language. Quantitative data were collected from 110 Grade 8 English first additional language learners from two senior secondary schools in Alice, Fort Beaufort district using classroom work style survey to identify the most and least preferred learning styles used by individual learners. Quantitative data were analysed by categorizing them into learning style preferences and presented in tables shown in the findings. Research findings showed that the most prevalent learning style for learners was the visual learning style. This study, therefore, recommends that English first additional language learners should know their learning styles in order to determine their own personal strengths and weaknesses that would help them to be more proficient in English first additional language. DOI: 10.5901/mjss.2014.v5n27p620
Highlights
The South African political change that started in the early 1990s, and culminated in the 1994 election of a democratic government, put great demands on educational reform
The results of this study showed that visual learning style was the most prevalent followed by the auditory learning style., tactile, kinaesthetic, musical and verbal/ linguistic respectively
The least preferred learning style was the verbal/linguistic learning style there were individuals in school A who indicated that they like reading books
Summary
The South African political change that started in the early 1990s, and culminated in the 1994 election of a democratic government, put great demands on educational reform. The document further states that inclusivity should become a central part of the organisation, planning, and teaching at each school. This can only happen, if all teachers have a sound understanding of how to recognise and address barriers to learning, and how to plan for diversity. It means that, during English first additional language teaching, learners’ differences, including learning styles, must be accommodated, so that learners can all achieve their full potential at different levels, according to their preferred learning styles. According to Brown (2000) learning style preference refers to the choice of one learning situation or condition over another
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
