EXPLORING THE ROLE OF LEARNING STYLES IN NIS TEACHERS’ EFL PEDAGOGY: A QUALITATIVE INQUIRY
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Date
2023-05
Authors
Nurdauletova, Assel
Journal Title
Journal ISSN
Volume Title
Publisher
Graduate School of Education
Abstract
Recent educational reforms have elucidated a shift from teacher-centered to more learner-oriented teaching approaches, stressing the development of learners’ communicative competence. This has led to the rise of various EFL teaching strategies responsive to individual learner needs such as their learning styles (LSs), which account for differences in how learners obtain or carry out learning information. Therefore, research has suggested that teachers should employ a range of differentiated instructional methods to appeal to multiple LSs, which potentially allow learners to effectively acquire English language skills. However, Kazakhstani teachers’ pedagogical decision-making is strictly underpinned by a reform framework, which requires educators to adopt a social constructivist orientation, and reconsider their values and beliefs about their instructional strategies. In addition, globally, research studies mainly focused on learners’ LSs, resulting in under-exploration of its conceptualization and application from educators’ perspectives. For these reasons, this qualitative study aimed to shed light on Nazarbayev Intellectual School (NIS) EFL teachers’ educational philosophies, their beliefs, and perspectives on LS-based EFL pedagogy. It purposefully explored the NIS teachers’ beliefs, given the contextual uniqueness of this system, which functions as a national model known for innovative methodologies. Therefore, the sample of this study consisted of three EFL teachers. Following a multiple instrumental case study design, the data were collected by employing questionnaires, practice-based scenarios, and semi-structured interviews. The study found an underlying link between the teachers’ LSs and teaching styles, visible in their beliefs about language learning and teaching, which were underpinned by social constructivist and functionalist views, respectively. These values contributed to teaching strategies such as inquiry-based learning, differentiated teaching, scaffolding and multimodality, drawing on diverse LSs. Besides, several institutional and conceptual constraints limiting teachers’ understanding of LS construct were brought to the surface during the inductive data analysis. Consequently, the study highlights the following recommendations: 1) further research should be conducted to identify the pedagogical significance of the LS approach; 2) teachers should be provided with PD support and methodological guidance to deepen their theoretical and practical knowledge
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Keywords
Type of access: Embargo, EFL Pedagogy, Nis Teachers, Learning Styles
Citation
Nurdauletova, A. (2023). Exploring the Role of Learning Styles in NIS Teachers’ EFL Pedagogy: A Qualitative Inquiry. Graduate School of Education