Surveying Learning Styles of English Language Learners with Hearing Loss: A Case of Four Students

TÓTHOVÁ, Lenka a Jitka SEDLÁČKOVÁ. Surveying Learning Styles of English Language Learners with Hearing Loss: A Case of Four Students. In 15th ESSE Conference. 2021.

Základní údaje

• Originální název: Surveying Learning Styles of English Language Learners with Hearing Loss: A Case of Four Students
• Autoři: TÓTHOVÁ, Lenka (203 Česká republika, domácí) a Jitka SEDLÁČKOVÁ (203 Česká republika, domácí).
• Vydání: 15th ESSE Conference, 2021.

Další údaje

• Originální jazyk: angličtina
• Typ výsledku: Prezentace na konferencích
• Obor: 50302 Education, special
• Stát vydavatele: Francie
• Utajení: není předmětem státního či obchodního tajemství
• WWW: URL
• Kód RIV: RIV/00216224:14750/21:00122287
• Organizační jednotka: Středisko pro pomoc studentům se specifickými nároky
• Klíčová slova anglicky: learning preferences; EFL; deaf and hard of hearing; learning styles
• Příznaky: Mezinárodní význam

Anotace

Due to their sensory dispositions, deaf and hard of hearing (HOH) learners are often simply assumed to be visual learners. However, individual differences in learning foreign languages apply to all learners regardless of their hearing status. In the present paper, we discuss the possibility of testing differences in learning styles in language learning of HOH learners. A group of four university students with various degrees of hearing loss had their learning styles tested with a specially modified version of Learning Style Survey (Cohen, Oxford & Chi, 2006). The first part of the presentation discusses the modifications to the test required for HOH learners. These include not only the obvious questions related to physical senses but also those discussing learning situations and processing information. In the second part, the test results for a particular case study are introduced. The survey results of four HOH university students in many areas contradict conventional expectations. Interestingly it has been found that the differences in learning styles in the group of respondents do not follow the distinction of the level of hearing loss and/or language preferences.