CC BY
11
RUSSIAN LAW JOURNAL Volume XI (2023) Issue 8s
TEACHING AND LEARNING STYLES IN HIGHER EDUCATION: ENGLISH
LANGUAGE PEDAGOGY
EDISON RENATO RUIZ LÓPEZ 1, VIVIANA VANESSA YANEZ VALLE 2, DANIELA FERNANDA GUANO
MERINO 3
1https://orcid.org/0000-0002-7647-6086 edisonr.ruiz@espoch.edu.ec Facultad De Ciencias, Escuela De Química. Escuela Superior Politécnica De Chimborazo (ESPOCH),
Riobamba, Ecuador. 2viviana.yanez@espoch.edu.ec https://orcid.org/0000-0001-8953-4583 Facultad de Administración de Empresas, Escuela De Contabilidad. Escuela Superior Politécnica de
Chimborazo (ESPOCH), Riobamba, Ecuador. 3https://orcid.org/0000-0003-2425-2205 daniela.guano@espoch.edu.ec Facultad de Informática y Electrónica, Escuela de Tecnologías de la Información. Escuela Superior Politécnica De Chimborazo (ESPOCH), Riobamba, Ecuador.
Abstract
A documentary review was conducted on the production and publication of research papers related to studying the variables of Learning Styles and Pedagogy in English. The purpose of the bibliometric analysis proposed in this document was to know the main characteristics of the volume of publications registered in the Scopus database during the period 2017-2022 and to identify the current situation in Ecuadorian institutions regarding the study of the variables above, achieving the identification of 34 publications in total. The information provided by the said platform was organized through graphs and figures, categorizing the information by Year of Publication, Country of Origin, Area of Knowledge and Type of Publication. Once these characteristics were described, a qualitative analysis was used to refer to the position of different authors on the proposed topic. Among the main findings of this research, it is found that the United States, with 6 publications, was the country with the highest scientific production registered in the name of authors affiliated with institutions of that country. The Area of Knowledge that made the greatest contribution to the construction of bibliographic material referring to the study of Teaching and Learning Styles in Higher Education for Pedagogy in English was Social Sciences, with 30 published documents. The Type of Publication that was most used during the period mentioned above was the Journal Article, representing 62% of the total scientific production.
Keywords: Teaching, Learning Styles, Higher Education, English Pedagogy.
1. INTRODUCTION
Characterizing university learning profiles is necessary if students have diverse forms and unique and unrepeatable learning modes. This leads to carrying pedagogical strategies that reflect a didactic change where teaching processes and learning models are integrated. This intends to value the importance of educational improvement in the different learning style profiles to achieve a more personalized teaching process focused on each personal need of university students and achieve the permanence of professionals in training and, thus, social development.
In general, both proposals are complementary for the training levels since they evidence the coincidence between teaching and learning styles that students prefer, allowing for adapting or diversifying learning methodologies.
It should be noted that the hermeneutic method supported by ICT allows to encourage motivation, self-esteem and the production of texts in the foreign language for students in English pedagogical training, as well as promoting the understanding of the language, the initiative of teachers associated with the promotion of learning a foreign language should be strengthened to consolidate
its use as a good teaching practice in higher education. Furthermore, ICT has increased the opportunities for English language learners to learn both inside and outside the classroom. Nowadays, educational centers have at their disposal technological resources and many digital devices that could improve the teaching and learning of a second language. For such reason, this Article seeks to describe the main characteristics of the compendium of publications indexed in the Scopus database related to the variables Learning Styles and Pedagogy in English, as well. as the description of the position of certain authors affiliated with Latin American institutions, during the period between the years 2017 and 2021.
2. GENERAL OBJECTIVE
To analyze from a bibliometric and bibliographic perspective, the production of research papers on the variables Teaching, Learning Styles, Higher Education, and English Pedagogy registered in Scopus during 2017-2022.
3. METHODOLOGY
Quantitative analysis of the information provided by Scopus is performed under a bibliometric approach to the scientific production related to studying the variables of Teaching, Learning Styles, Higher Education, and Pedagogy in English. Likewise, it is analyzed from a qualitative perspective, with examples of some research works published in the study mentioned above, from a bibliographic approach to describe the position of different authors on the proposed topic.
The search is performed through the tool provided by Scopus, and the parameters referenced in Figure 1 are established.
3.1 METHODOLOGICAL DESIGN
* Data Collection
•Construction of analysis, material
• Drafting conclusions and final document
Figure 1. Methodological design Source: Own elaboration
3.1.1 PHASE 1: DATA COLLECTION
The data collection was carried out by means of the Scopus web page search tool, by means of which a total of 34 publications were identified. For this purpose, search filters were established consisting of:
TITLE-ABS-KEY ( learning AND styles, AND pedagogy AND in AND english ) AND ( LIMIT-TO ( PUBYEAR , 2022 ) OR LIMIT-TO ( PUBYEAR , 2021 ) OR LIMIT-TO ( PUBYEAR , 2020 ) OR LIMIT-TO ( PUBYEAR , 2019 ) OR LIMIT-TO ( PUBYEAR , 2019 ) OR LIMIT-TO ( PUBYEAR , 2017 ) )
✓ Published papers whose study variables are related to the study of the variables Learning Styles, English Pedagogy.
✓ Without distinction of country of origin.
✓ Without distinction of area of knowledge.
✓ Without distinction of type of publication.
3.1.2 PHASE 2: CONSTRUCTION OF ANALYSIS MATERIAL
The information identified in the previous phase is organized. The classification will be made through graphs, figures and tables based on data provided by Scopus.
✓ Word Co-occurrence.
✓ Year of publication
✓ Country of origin of the publication.
✓ Knowledge area.
✓ Type of Publication
3.1.3 PHASE 3: DRAFTING CONCLUSIONS AND FINAL DOCUMENT
After the analysis carried out in the previous phase, the study drafts the conclusions and prepares the final document.
4. RESULTS
4.1 CO-OCCURRENCE OF WORDS
Figure 2 shows the co-occurrence of keywords within the publications identified in the Scopus database.
Figure 2. Co-occurrence of words Source: Own elaboration (2023); based on data provided by Scopus.
Within the study of the research reported by the Scopus platform, referring to the variables Learning Styles and Pedagogy in English, the object of this scientific study, it is necessary that the typology of teaching and learning strategies be used and directed for the development and motivation of the student, with the objective that they can overcome different obstacles in their training process. It is for this reason that through the interpretation of Figure 2, it is possible to determine how keywords of the publications reported in Scopus, Teacher, Student, Pedagogy, framed to the need to investigate and identify the preference of learning styles and teaching styles and identify the interaction of the student body through the choice of these preferences, learning styles are considered part of the teaching philosophy since this provides a reason for the implementation of a variety of pedagogical strategies that allow satisfying the learning needs. These processes can favor learning by contributing to dissipating the incompatibilities between teaching and learning styles, which would lead to greater effectiveness in the formative activity.
4.2 DISTRIBUTION OF SCIENTIFIC PRODUCTION BY YEAR OF PUBLICATION.
Figure 3 shows how the scientific production is distributed according to the year of publication, considering the period from 2017 to 2022.
14 12 10 8 6 4 2 0
Distribution of scientific production by year of publication
2017
2018
2019
2020
2021
2022
Figure 3. Distribution of scientific production by year of publication. Source: Own elaboration (2023); based on data provided by Scopus.
Figure 3 shows the scientific production around the variables Learning Styles and English Pedagogy in the period between 2017 and 2022, where the increase in production volume in 2022 is evidenced, with a total of 12 publications related to the keywords, among which the Article entitled "Culturally relevant pedagogy in the English curriculum" stands out (Capper, 2022), whose scope of study focuses on how educators, whether in urban or suburban schools, must tailor our curriculum to who is in our classrooms. Individualizing curriculum has always been taught in teacher preparation programs. However, instead of just individualizing curriculum based on learning styles, we must also base it on who our students are, racially and culturally. This research investigates student engagement within a culturally relevant English curriculum, specifically in a classroom that uses culturally relevant materials to achieve a higher level of student engagement with students of color.
4.3 DISTRIBUTION OF SCIENTIFIC PRODUCTION BY COUNTRY OF ORIGIN.
Figure 4 shows the distribution of scientific production according to the nationality of the authors.
Figure 4. Distribution of scientific production by country of origin. Source: Own elaboration (2023); based on data provided by Scopus.
The United States was the country with the highest number of publications registered in Scopus concerning the study of the variables Learning Styles and English Pedagogy during the period 20172021 with a total of 6 publications, followed by the United Kingdom with 5 registrations and Australia with 3. Of the latter, the Article entitled "Development of culturally effective strategies for the translation of geo-tourism from Chinese to English through corpus-based interdisciplinary translation analysis" was highlighted (Li, Wu, & Ng, 2022). In this paper, the advantages of Hu's ecotraductology theory are explained and utilized to minimize translation problems. The corpus linguistics method is superior for quantitative and qualitative analysis. Also, the digital auxiliary tools Tmxmall (2014) and Sketch Engine (2003) were employed to facilitate corpus research. Through the analysis, effective strategies in each of the key geo-tourism categories, GF, GP and CE, were identified, shaped and recommended for the attention of future translators. The results recommended literal translation, transliteration and free translation, and the addition and use of official UNESCO names to represent GFs. Division and shift translation, literal translation, and shift and division were recommended for GPs. Literal translation, transliteration, and free translation and addition were recommended for ECs. Since this is initial research in the genre of geo-tourism, this study has attempted to build a model platform for future studies and broader research on geo-tourism translation and translation pedagogy to improve the quality of geo-tourism translation.
4.4 DISTRIBUTION OF SCIENTIFIC PRODUCTION BY AREA OF KNOWLEDGE
Figure 5 shows how the production of scientific publications is distributed according to the area of knowledge through which the different research methodologies are executed.
Distribution of scientific production by area of knowledge
15
30
Computer Science Environmental Science Medicine Energy
Biochemistry, Genetics and...
0 5 10 15 20 25 30 35
Figure 5. Distribution of scientific production by area of knowledge. Source: Own elaboration (2023); based on data provided by Scopus.
Social Sciences was the area of knowledge with the highest number of publications registered in Scopus, with 30 documents that have based their methodologies on Learning Styles and Pedagogy in English. In the second place, Arts and Humanities with 15 papers, The above can be explained thanks to the contribution and study of different branches; the Article with the highest impact was registered by the area of Social Sciences entitled "Culturally responsive teaching and inclusion for online students with exceptionalities and other needs" (Williams, 2021), which aims to Teach students with learning diversity, English learners (ELs) and students with disabilities have become of utmost importance as it relates to the unique need of each student, addressed by an Individual Education Plan (IEP), 504, English Language Plan and related services, especially for those students served primarily under the Individual Disabilities Education ActFurthermore, students' unique cultural and family needs also become important in promoting achievement in the F2F and online educational environment, including multiple intelligences (MI), learning styles, and appropriately differentiated instruction. As such, this chapter aims to examine students and the diversity they bring to the online learning community so that instructors can prepare culturally responsive and inclusive pedagogy and differentiated, student-centered practices designed universally online
(UDLC) that include them, beyond their disability or exceptionality and become culturally responsive instructional leaders.
4.5 Type of publication
Figure 6 shows how the bibliographic production is distributed according to the author's chosen publication type.
TYPE OF PUBLICATION
■ Article ■ Book Chapter ■ Review ■ Conference Paper BBook ■ Editorial
Figure 6. Type of publication.
Source: Own elaboration (2023); based on data provided by Scopus.
The type of publication most frequently used by researchers was the Article; 62% of the total scientific production corresponds to this document. In second place, Book Chapters, with 14% and reviews with 12%. In this last category, the one entitled "The role of the family and its challenging commitment to English language learning: a systematic review" stands out (Philominraj et al., 2022), whose object of study was based on the increasing importance of the English language as it has become a major concern for governments, curriculum designers, educators, and parents. Several factors contribute to successful English language learning. One of these factors is the family's role and involvement in their children's language development. Purpose and Method: The present systematic review is framed within a descriptive qualitative approach, as its main objective is to analyze articles containing information on the role of the family and their challenging pedagogical engagement with their children in English language learning. The results suggest that greater parental engagement is directly proportional to the success rate in English language learning. It also revealed the need to integrate the family in the English language learning process and be considered when formulating any language/educational policy as well as curriculum development involving the English as a foreign language (EFL) learning context in the future. Finally, the study provides information on limitations and implications, followed by a conclusion.
5. CONCLUSION
The interaction between learning and teaching styles in the university environment allows concluding that, although their interest has spread and diversified, it continues in a constant construction process. This is evidenced in the different approaches and modalities when projecting the results and conclusions from their analysis. The points of greatest agreement lie in supporting the hypothesis of instructional adjustment based on the assumption that acquiring knowledge in the university classroom requires the planning, execution and evaluation of learning and teaching models.
It should be noted that although there are no significant differences in the different teaching styles and learning styles, the students show a greater interest in the teaching style, which shows that the students are looking for a teacher who has the knowledge and experience they require at that moment of the career, a function of this it is possible to infer that in the year of completion of the career in English pedagogy, the students prefer a teaching staff that guides and prepares them gradually independence, initiative and responsibility. By evidencing a general trend of teaching and learning styles, it is possible to infer that the teaching staff needs to be updated, improving the
chances of success of the educational body in the teaching and learning process as well as the
importance of providing knowledge about learning and teaching styles. The program's purpose is to
model the learner, improve pedagogical practices and thus consider the usefulness of teaching.
REFERENCES
[1] Capper, K. (2022). Pedagogía culturalmente relevante en el currículo de inglés. estados unidos.
[2] Li, Q. (., Wu, R. (., & Ng, Y. (2022). Desarrollo de estrategias culturalmente efectivas para la traducción del geoturismo del chino al inglés mediante análisis de traducción interdisciplinario basado en corpus. australia.
[3] Philominraj, A., Ranjan, R., Saavedra, R. A., & Urzúa, C. A. (2022). El papel de la familia y su desafiante compromiso con el aprendizaje del idioma inglés: una revisión sistemática. chile.
[4] Williams, Y. (2021). Enseñanza culturalmente receptiva e inclusión para estudiantes en línea con excepcionalidades y otras necesidades. estados unidos .
[5] Al Maawali, W. S. (2022). Experiential writing through connectivism learning theory: A case study of english language students in oman higher education. Reflective Practice, 23(3), 305-318. doi:10.1080/14623943.2021.2021167
[6] Aldaco-Arias, S. M., & Silas-Casillas, J. C. (2021). Compuabuelitos/Technogrands: An intergenerational experience based on pierre Faure's pedagogy. International Review of Education, 67(4), 451-474. doi:10.1007/s11159-021-09906-w
[7] Alipio, C. P. (2019). The impact of socio-demographic profile and english performance of grade 7 students to mathematics performance. Asian EFL Journal, 23(3), 228-242. Retrieved from www.scopus.com
[8] Al-Shehari, K., & Almanna, A. (2022). Collaborative translation of wikipedia: With whom do trainee translators collaborate and for what purpose? Interpreter and Translator Trainer, 16(4), 448-464. doi:10.1080/1750399X.2022.2036937
[9] Basu, A. (2021). Digital english language laboratory: Roles, challenges and scopes for the future development in india doi:10.1007/978-981-15-8744-3_8 Retrieved from www.scopus.com
[10]Cai, J. (2020). How do chinese novice academic writers approach tasks in a genre-based classroom? a case study of genre knowledge uptake. Asian ESP Journal, 16, 250-276. Retrieved from www.scopus.com
[11]Capper, K. (2022). Culturally relevant pedagogy in the english curriculum. Journal of Education, 202(4), 397-405. doi:10.1177/0022057421991856
[12]Carey, M. D., Davidow, S., & Williams, P. (2022). Re-imagining narrative writing and assessment: A post-NAPLAN craft-based rubric for creative writing. Australian Journal of Language and Literacy, 45(1), 33-48. doi:10.1007/s44020-022-00004-4
[13]Caspary, M., & Boothe, D. (2017). Assessment of EFL through the process of problem-based learning doi:10.1007/978-3-319-32601-6_7 Retrieved from www.scopus.com
[14]Chen, X., Dewaele, J. -., & Zhang, T. (2022). Sustainable development of EFL/ESL learners' willingness to communicate: The effects of teachers and teaching styles. Sustainability (Switzerland), 14(1) doi:10.3390/su14010396
[15]Clark, T., & Yu, G. (2022). The pedagogical remit of test preparation: The case of writing acquisition on an IELTS course. Applied Linguistics Review, doi:10.1515/applirev-2021-0164
[16]Dos Santos, L. M. (2018). The cultural cognitive development of personal beliefs and classroom behaviours of adult language instructors: A qualitative inquiry. Brain Sciences, 8(12) doi:10.3390/brainsci8120220
[17]Evans, C., Waring, M., & Christodoulou, A. (2017). Building teachers' research literacy: Integrating practice and research. Research Papers in Education, 32(4), 403-423. doi:10.1080/02671522.2017.1322357
[18]Gosálbez-Carpena, P. A., García-Martínez, S., García-Jaén, M., 0sterlie, O., & Ferriz-Valero, A. (2022). METHODOLOGICAL APPLICATION FLIPPED CLASSROOM IN THE NON-UNIVERSITY STUDENTS OF PHYSICAL EDUCATION: A SYSTEMATIC REVIEW. [APLICACIÓN METODOLÓGICA FLIPPED CLASSROOM Y EDUCACIÓN FÍSICA EN ENSEÑANZA NO UNIVERSITARIA: UNA REVISIÓN SISTEMÁTICA] Journal of Sport and Health Research, 14(2), 171-186. Retrieved from www.scopus.com
[19]Guo, M. S. (2017). Investigating the effect of the flipped classroom using E-learning on language proficiency, learner's autonomy, and class participation of english language learners. Paper presented at the Proceedings - IEEE 17th International Conference on Advanced Learning Technologies, ICALT 2017, 346-350. doi:10.1109/ICALT.2017.60 Retrieved from www.scopus.com
[20]Hawk, B., & Stuart, G. (2018). English composition as a sonic practice. The routledge handbook of digital writing and rhetoric (pp. 38-47) doi:10.4324/9781315518497 Retrieved from www.scopus.com
[21]Ho, S. -., Hsieh, S. -., Sun, P. -., & Chen, C. -. (2017). To activate english learning: Listen and speak in real life context with an AR featured u-learning system. Educational Technology and Society, 20(2), 176-187. Retrieved from www.scopus.com
[22]Hoshina, Y., Yada, K., Maki, H., Yoshino, T., Takaiso, H., & Akaike, M. (2022). Medical english education in japan: Developing a curriculum to motivate students by providing visualization opportunities using near-peer teaching. Journal of Medical Investigation, 69(3.4), 332-334. doi:10.2152/jmi.69.332
[23]Jayendran, N., Ramanathan, A., & Nagpal, S. (2021). Language education: Teaching english in india. Language education: Teaching english in india (pp. 1-232) doi:10.4324/9781003054368 Retrieved from www.scopus.com
[24]Jeong, H., & Eggleston, L. (2021). Reflections on co-teaching and collaboration: Communication, flexibility, and congruence. Effective teacher collaboration for english language learners: Cross-curricular insights from K-12 settings (pp. 42-61) doi:10.4324/9781003058311 -6 Retrieved from www.scopus.com
[25]Kavenuke, P. S., & Muthanna, A. (2021). Teacher educators' perceptions and challenges of using critical pedagogy: A case study of higher teacher education in tanzania. Journal of University Teaching and Learning Practice, 18(4) Retrieved from www.scopus.com
[26]Kogan, M., Kopylovskaya, M., Gavrilova, A., & Vdovina, E. (2022). Technology-enhanced instruction into extensive L2 academic reading for specific purposes within the ESP/ESAP course for postgraduate language pedagogy students doi:10.1007/978-3-031-22131-6_26 Retrieved from www.scopus.com
[27]Kunioshi, N., Noguchi, J., & Tojo, K. (2019). Evidence of cultural differences between american and japanese mainstream science and engineering contexts from analysis of classroom discourse. European Journal of Engineering Education, 44(4), 535-544. doi:10.1080/03043797.2018.1428531
[28]L^cka-Badura, J. (2021). Acquiring business knowledge through business english reading materials: Pre-experience students' perspective. Language Learning in Higher Education, 11 (2), 433-451. doi:10.1515/cercles-2021 -2030
[29]Lefroy, R. (2018). Creating links across the arts: How an art museum experience can be used to teach about the construction of meaning in texts. English in Education, 52(2), 147-159. doi:10.1080/04250494.2018.1438120
[30]Li, Q. J., Wu, R. R., & Ng, Y. (2022). Developing culturally effective strategies for chinese to english geotourism translation by corpus-based interdisciplinary translation analysis. Geoheritage, 14(1) doi:10.1007/s12371-021-00616-1
[31]Marunda-Piki, C. J. (2018). The impact of narrative-based learning in classroom. Research in Drama Education, 23(1), 107-113. doi:10.1080/13569783.2017.1399055
[32]McDonald, E. W., Boulton, J. L., & Davis, J. L. (2018). E-learning and nursing assessment skills and knowledge - an integrative review. Nurse Education Today, 66, 166-174. doi:10.1016/j. nedt.2018.03.011
[33]Nakata, Y. (2020). Promoting self-regulation in low achievers: A case study of japanese university EFL students. International Journal of Applied Linguistics (United Kingdom), 30(1), 110-126. doi:10.1111 /ijal. 12269
[34]Onder-Ozdemir, N., & Pun, J. (2020). The development of a needs-based curriculum to teach medical english. Asian ESP Journal, 16, 303-328. Retrieved from www.scopus.com
[35]Philominraj, A., Ranjan, R., Saavedra, R. A., & Urzúa, C. A. C. (2022). Family's role and their challenging commitment to english language learning - A systematic review. Journal of Language and Education, 8(1), 216-230. doi:10.17323/jle.2022.12680
[36]Polyakova, O. V., Sungatullina, D. D., & N. Gorelova, Y. (2022). The challenge of providing english language programmes: How to equip academics with better EMI understanding. Res Militaris, 12(2), 2673-2683. Retrieved from www.scopus.com
[37]Shorey, S., Chan, V., Rajendran, P., & Ang, E. (2021). Learning styles, preferences and needs of generation Z healthcare students: Scoping review. Nurse Education in Practice, 57 doi:10.1016/j.nepr.2021.103247
[38]Williams, Y. (2021). Culturally responsive teaching and inclusion for online students with exceptionalities and other needs. Research anthology on inclusive practices for educators and administrators in special education (pp. 415-429) doi:10.4018/978-1-6684-3670-7.ch023 Retrieved from www.scopus.com
