This paper illuminates how L2 learning styles as individual differences and collaborative learning of English influence each other. Learning style is one of essential variables in learning profiles that could support learner-centered language instruction. However, the significance of identifying learning styles has not been thoroughly analysed in collaborative learning contexts where peer interaction emerges. This case study addresses the role of pair work that could interweave different learning styles and respond to the individual needs of English language learners. I draw on triangulated data from observation, interviews and artefacts in a project where two undergraduate students with contrastive learning styles engaged in customised tasks based on Ehrman and Leaver style construct (2002). During a six-week period in Korea, I as a participant observer examined peer interaction during collaborative task participation through sociocultural lenses. Findings of thematic analysis demonstrate that the partners led tasks using style preferences and shifted to different learning styles. Also, the contrast between the learning styles facilitated scaffolding and negotiation during peer interaction. This paper serves as a stepping stone to creating learning environments that could value dynamic interplays among individual and social factors of English language learners. It also calls for future inquiries to enrich “style repertoires” of students and apply them to real-world tasks in diverse language teaching contexts.
Semi Yeom, University of Maryland, College Park, United States
Stream: Individual differences
This paper is part of the ECLL2018 Conference Proceedings (View)
View / Download the full paper in a new tab/window
Comments & FeedbackPlace a comment using your LinkedIn profile
Share this Research