Professional Documents
Culture Documents
REFERENCES
Linked references are available on JSTOR for this article:
https://www.jstor.org/stable/3586356?seq=1&cid=pdf-
reference#references_tab_contents
You may need to log in to JSTOR to access the linked references.
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide
range of content in a trusted digital archive. We use information technology and tools to increase productivity and
facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org.
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at
https://about.jstor.org/terms
is collaborating with JSTOR to digitize, preserve and extend access to TESOL Quarterly
87
LITERATURE REVIEW
88 TESOL QUARTERLY
90 TESOL QUARTERLY
92 TESOL QUARTERLY
Graduate/Undergraduate and M
Graduate students indicated a
visual and tactile learning than
p = .0000, and F (1, 1210) = 23.065, p = .0000, respectively;
Major Fields
Statistical analysis did not provide as many significant differences
as anticipated, but the results seemed logically consistent (see Table
2). In general, responses for all six major fields indicated that
kinesthetic learning was a major learning style preference and that
group learning was considered a negative learning style by students
in all major fields except computer science. Visual learning was
selected as a major learning style only by students in hard sciences;
surprisingly, humanities majors were the least oriented toward
visual learning. Students in four major fields preferred auditory
learning as a major learning style: computer science, hard sciences,
business, and medicine. Engineering and computer science majors
were significantly more tactile than humanities majors (Scheff6 test,
p < .05); students in all fields except hard sciences indicated that
individual learning was a minor learning style.
TABLE 2
Learning style
94 TESOL QUARTERLY
Language Background
Nine language backgrounds, including English, were analyzed;
Table 3 gives an overview of major, minor, and negative learning
style preferences of students from the nine language backgrounds.
TABLE 3
Learning style
96 TESOL QUARTERLY
98 TESOL QUARTERLY
ACKNOWLEDGMENTS
REFERENCES
>10 "0 P0
cqt
.?.o -? . P-
$-4 o)"00 V
rCA c d"0;z