THE EFFECTS OF VAK TECHNIQUES IN EFL CLASSROOM

Authors

  • Shejma Nanovçe Teaching Assistant at the Faculty of Philology, University “Ukshin Hoti” Prizren, Republic of Kosova.

Abstract

The aim of this research was to scrutinize the usage of VAK techniques used in EFL classroom, considering their effects on students’ learning process. In order to reach this aim, three main research questions were raised at the beginning: 1. Which is the most applied VAK technique in EFL classroom?, 2. Does the use of the VAK techniques impact students’motivation?, 3. Which VAK technique is the most favorable for students? This research was conducted using quantitative research method, whereas the data collection instrument was a questionnaire consisting of 8 questions. These questions were focused on the VAK teaching techniques used nowadays in EFL classrooms, trying to identify which technique is the most favorable one for learners. Participants of the study were 160 learners selected from two primary schools located in Prizren: “Emin Duraku” and “Mati Logoreci”. Findings have shown that generally the most applied VAK technique in most of the EFL classrooms nowadays is the visual one, since teachers include mostly verbal elements during the class such as taking notes, writing sentences, reading instructions. In addition, this study showed that the usage of VAK techniques during the learning process increases students’ motivation and encourages them to be more involved in the learning process. Since teachers pay less attention on kinesthetic and auditory teaching techniques, learners have presented their demands on increasing the number of the activities that allow them to learn through listening and movement. Related to students’ preference, the study has shown that games, short movies, and songs are the most favorable VAK activities for learners. If teachers include VAK techniques while teaching, the number of learners that are going to be engaged will be higher. It happens because through VAK techniques learners with different learning styles will find something that fit them the most.

References

Baldo, C., R., & Miranda, N., E., & Gomez, R., V. (n.d.) VAK learning styles in language teaching and learning. Universidad Autonoma de Baja California, pp.10-12. Retrieved from http://cenedic.ucol.mx/fieel/2013/ponencias_pdf/65.pdf

Fu, J. (2009). A Study of Learning Styles, Teaching styles and vocabulary teaching strategies in Chinese primary school: How do they differ and how can they be integrated? D-essay in English Didactics. Kristianstad University College, The School of Teacher Education, pp. 2-24. Retrieved from https://pdfs.semanticscholar.org/a-study-of-learning-styles-teaching-styles-and-vocabulary

Gerschler, J.J. (2012). Classroom strategies for maintaining student focus. Univerdad del Papaloapan, Faculty of Languages, p.15.

Retrieved from www.researchgate.net/Classroom_Strategies_for_Maintaining_Student_Focus

Ghaedi, Z., & Jam, B. (2014). Relationship between learning styles and motivation for higher education in EFL students. Islamic Azad University and Shahrekord University, Iran, English Department, p.2. Retrieved from

www.researchgate.net/Relationship_between_Learning_Styles_and_Motivation

Halim, N., D., et al. (2007). Student’s perception on teaching AIDS with different learning styles: Visual, Auditory, and Kinesthetic. Man in India, 97(17), 56-60. Retrieved from www.researchgate.net/Students’perceptions_on_teaching_AIDS_with_different_learning_styles

Hamizan, N., I. & Zaid, N., M. (2012). Enhancement of student motivation in learning through BLOSSOMS video activity. Universiti Teknologia Malaysia, pp. 2-4. Retrieved from www.researchgate.net/EnhancementofStudentMotivationinLearningThroughBLOSSOMS

Hussain, I. (2017). Pedagogical implications of VARK model of learning. University of Lahore, Pakistan, Department of English Linguistics, p.33. Retrieved from www.researchgate.net/Pedagogical_Implications_of_VARK_Model_of_Learning

Kharb, P., & Samanta, P.P., & Jindal, M., & Singh, V. (2013). The learning styles and the Preferred teaching-learning strategies of first year medical students, p.2. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3708205/

Penger, S., & Tekavcic, M. (2009). Testing Dunn & Dunn’s and Honey & Mumford’s learning style theories: The case of the Slovenian higher education system, p.16. Retrieved from http://moj.efst.hr/management/Vol14No2-2009/1-Penger_Tekavcic.pdf

Pritchard, A. (2009). Ways of learning: Learning theories and learning styles in the classroom, p. 41. Retrieved from http://www.epitropakisg.gr/grigorise/ways%20of%20learning.pdf

Skreenidhi, S. K., & Helena, T.C. (2017). Styles of learning based on the research of Fernald, Keller, Orton, Gillingham, Stillman, Montessori and Neil D Fleming, p.20. Retrieved from www.researchgate.net/publication/317305325_Styles_of_Learning_VAK

Tavakoly, M., K., & Kiany, G., & Hashemi, S., M. (2018). The Effects of VAK learning style and input type on Causative Construction Development by Iranian EFL learners. Islamic Azad University, TarbiatModares University, Kharazmi University, Tehran, Applied Linguistics. Issue in Language Teaching (ILT), 7(2), 68-82. Retrieved from http://ilt.atu.ac.ir/article_10382_1b66807ff07cd9567490977405549167.pdf

Downloads

Published

2023-12-31

How to Cite

Shejma Nanovçe. (2023). THE EFFECTS OF VAK TECHNIQUES IN EFL CLASSROOM. ANGLISTICUM. Journal of the Association-Institute for English Language and American Studies, 12(12), pp. 26–40. Retrieved from https://anglisticum.org.mk/index.php/IJLLIS/article/view/2423

Issue

Section

Volume 12, No.12, December 2023