Pedagogical-psychological Aspects of LS Preferences within the Bachelor English Course

Abstract

One of the most debated concepts in the teaching and educational literature is the study of learning styles. Almost everyone in the education field agrees that different students learn best in different ways. There is far more disagreement, however, when it comes to classifying the learning styles. Educators and researchers are often overwhelmed by the huge number of definitions, theoretical models, and learning style instruments. If a classification system was widely agreed upon, there would still be problems in developing an assessment tool capable of accurately determining each student's learning style preference. Furthermore, it seems that the current research work on this topic doesn’t provide a convincing recommendation for how pedagogical practices should be altered in order to improve student learning performance and results. This paper will provide a brief overview of the learning styles literature and definitions, outlining the major pedagogical and psychological implications, including the outcome of an English language course innovation that was inspired by the Felder's LS model.