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ERIC Number: EJ1077963
Record Type: Journal
Publication Date: 2014
Pages: 21
Abstractor: As Provided
ISSN: ISSN-0125-2488
Styles, Strategies & Tasks: Are They Related?
Parnrod, Urarat; Darasawang, Pornapit; Singhasiri, Wareesiri
PASAA: Journal of Language Teaching and Learning in Thailand, v47 p1-21 Jan-Jun 2014
This qualitative study aims at investigating the relationship among cognitive styles, learning strategies and task. In order to determine the dominant cognitive styles of the subjects, questionnaires designed by Kolb (2005) were distributed to 778 engineering students. From the data analysis, it was found that two cognitive styles--"diverger" and "assimilator" are the dominant styles. This paper, therefore, focuses on two cases--one is a diverger and the other is an assimilator. The data show how engineering students from different dominant styles dealt with different subtasks, namely, note-taking, writing a story, and oral presentation under a "Story Telling Competition" task. A stimulated recall interview and a self-reflection form were used as the main research instruments to find out if there is any relationship among the three variables--cognitive styles, learning strategies and tasks. It was found that these three factors are interrelated; i.e. some strategies were used by the two students with different cognitive styles; whereas, some were used differently in order to complete different subtasks. The post-hoc analysis revealed the effect of students' language proficiency on their choice of strategies.
Chulalongkorn University Language Institute. Prem Purachatra Building, Chulalongkom University, Phayathai Road, Pathumwan, Bangkok 10330, Thailand. Tel: +66-2-218-6092; Fax: +66-2-218-6104; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Thailand
Identifiers - Assessments and Surveys: Learning Style Inventory
Grant or Contract Numbers: N/A