adult's learning style

8/10/2019 Adult's Learning Style

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ADULTS LEARNING STYLES

By Yudi Setyaningsih

INTRODUCTION

As English that becomes lingua franca has accelerated globalization in any corner of this

world, the acquisition of English as second or foreign language is emphasized. Every year the

number of people studying English increases. Some of them, especially adults, go to English

speaking countries to study the language. Others take English course in private as well formal

education. Growing numbers of English native speakers also come to countries of ESL or EFL to

teach English. Some of them make friends with students and this will enhance the motivation of

adults learning English. But the existence of the English native speakers plays only a little in the

success of the learning. In fact, there are still other factors that influence the attainment of

English proficiency.

The factors that give influences are among others: motivation, relevance, goals, and also

from the working field are time (management), workload, interest, and environment. Those

internal as well external factors play important roles in adults learning a language. Adults learn

a new language voluntarily, meaning that it is their own motivation to learn. If English can be

applied in their professional or personal lives, then relevance factor becomes very important for

them. Adults also have specific goals in mind when entering the real world, they want to apply

what they have learned into practice as soon as possible but more often the desire to use the

language triggered, the more they have to face with the poor time management, heavy workload,

lack of interest, and unsupported environment.

As more and more adults are ready to make a career move, they are ready to equip

themselves with language abilities. It means that they will enter education environment in

language field. English teachers must be ready to understand what they want and accomplish.

Understanding adults will help teachers to differentiate with young learners in all aspects of

learning. Adults tend to be self-directed and independents while young learners depend on

teachers or other more mature tutors. Adults already have experiences and this make them slow

to learn while young learners learn more quickly. As there are still other aspects that differentiate

adults and young learners in learning a new language (English), everything must be prepared


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very carefully in order to accommodate what adult learners need. This paper aims at suggesting

some learning styles as well as methods that can be used to enhance the motivation of adults

learning a new language especially English.

ADULT LEARNERS

Adults education is important as it carries a potential to be successful as long as there is

readiness from educators. First of all, it needs to be differentiated between adults and children in

terms of their learning stimulus or drive. Children, on one hand, think that learning is

compulsory, while adults must have motivations when learning as they have finished the most

part of their education. When it is compulsory, teachers play important role in initiating the

learning. Adults only learn when they want to learn. Teachers for children are very valuable as

they motivate, direct, and assess the learning. Adults will learn very seriously if they think that

the materials are relevant to what they need. Feedbacks are needed to encourage the development

after doing some reflections.

Adults learn when they have concrete experience which is then applied to their work.

When they fail or succeed, adults make some reflections to have the formation of abstract

concepts and generalization and again apply them with a new formula to have better results. As

experienced learners, adults make trial and error, input data they obtain from the learning, make

analysis using their logic and view of concepts and then apply them again and again. In fact,

adult learners are most successful when:

1. The learning is meaningful and relevant

2. The learner is actively involved

3. Objectives are identified

4. Positive feedback is given

5. The learner is encouraged to be reflective

(Zemke & Zemke, 1984)

Even though there are things aforementioned in the previous paragraph, but there are still

some constraints faced by adults when they must learn English, either by taking a course in

private as well as in a formal institution. Some constraints that need to be managed and handled

are time, workload, interest, and environment. The following sections will elaborate some


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difficulties that might be faced by adults when dealing with their stances in working and

learning.

Time Management

Adult learners have constraints in time management. According to some experts in

adults learning (www.essortment.com/lifestyle/timemanagement_sjmu.htm), adults have poor

time management as well as failures in mastering and applying effective time management

techniques. Some suggestions are made for an effective time management. They are among

others: delegating tasks to other family members, doing a multi-tasking job, sharing calendar of

activities with others, and having time to relax at least once a week to refresh the mind. Adults,

who already have family could delegate the tasks to other members of the family (spouse and

children) in doing their daily tasks. By delegating the tasks, assignments from teachers can be

done without disturbance from small stuffs needed to be taken care of. Multi-tasking is also

helpful as other things can wait. Adults do not need to pay attention on certain tasks or activities

but instead, they can do multiple tasks at once and it will save time. Sharing ones activity

calendar to others will help others notify that it is time to study and it will not some disturbance

from others. And finally, adults must take a time to relax as to refresh their minds. This is very

important as adults, not like young learners, have already some burden in their life and this must

be shared and soothed with a relax time.

Workload and Environment

According to Darkenwald & Merriam (1982), workload, organizational support and work

environment become crucial obstacles in adults learning as adults are associated with various

roles in their lives. Workload in the office for example, could be burdens for adults who are still

learning. It is just like a two-sided coin, on one hand, the jobs must be finished appropriately, but

on the other hands, assignments from the study must also be accomplished. If the workload

cannot be shared evenly, there will be sacrifices and mostly, study is not considered as a priority

and then it tends to sacrifice the latter stuff. The environment that is friendly to adults having to

pursue their study can enhance their motivation in studying, whereas work environment that is

very unsupportive makes adults feel exhausted and desperate as they must study hard while the

people around do not want to know their condition. This will become a real obstacle if not solved
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immediately. The employer or the immediate supervisor become the first people involve in

supporting adults when taking the course, while their peers will be the second priority in

influencing adults learning motivation.

LEARNING STYLES

If one is already identified with his/her learning style, it is easier for them to determine

ways or methods that could be used to make their learning more intensified. The learning styles

also enable adults to evaluate the way they prefer to learn or process information. They are also

useful in developing strategies to capitalize on strengths and compensate weaknesses. For

example, adult learners with strong auditory prefer traditional learning environment such as

taking notes as well as looking closely at monitors for computer-based learning. Those who are

categorized in visual learners tend to see more on graphics, charts, or even flashcards. Mc Vay

(1998) contends that there are some strategies that could be utilized by adult learners when

dealing with their learning styles.Table1 shows the category of learning styles as well as their

strategies to improve the learning.

Table 1. Strategies to improve learning (modified from McVay, 1998)

Learning Styles Learning Strategy

Visual Use all study materials both online and textbook and look at charts,

graphs, notes, and flashcards

Auditory Use tapes, read aloud, tape own reading, considered to buy a

recording machine or even i-pod

Kinesthetic Write concepts and facts down several times as the motion of

writing will help improve the learning.

TEACHERS PERSPECTIVE

Teachers play important roles in adults learning. When coming to the classroom, adult,

as self-directed learners, do not usually depend on their teachers. But, in order to make the

learning successful, teachers need to create an atmosphere that supports the learning environment

suit to adults. Teachers are responsible to make safe environment in the classroom. What is


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meant by safe environment is that there will be mutual respect, encouragement and supports,

question asked and concept clarified, and room for discussion. In the following paragraphs, some

aspects in the safe environment will be discussed as this is how teachers help their adult

learners achieve their utmost learning.

Mutual respect created in the classroom can be in the form of sense of class community

meaning that all members of the class belong to the same group and they will work together

hand-in-hand. Dealing with the mutual respect with its sense of class community, teachers can

ask students to introduce themselves at the first meeting. The introduction could be about their

interest and enthusiasm on something. This is very useful to create groups having similar

interests. Teachers can also distribute a student introduction card containing some information

about the students. Students who feel inferior and do not have courage to speak in front of their

peers can read the card. When it comes to a discussion session or group work, teachers can ask

students to work together and it becomes easier as they can be grouped according to their

interests.

In the safe environment, adult learners need to have encouragement and supports. In

this element of safe environment, teachers can set the tone of the class by giving objectives of

the course, how class time will be spent (partly lecture, questions, partly discussion), and the

availability of teachers outside the classroom. Objectives of the course must be given as adults

will learn best when they have clear and systematic objectives. The objectives must relevant to

adults need in the workplace. And for the methods of teaching, teachers creativity is needed in

order that the learning will be lively and this is hoped that materials can be absorbed by adults

who already have burdens in their lives.

The need to have interactive activities is also needed by adult learners. In this interactive

situation, there are questions asked and teachers must be ready to answer. Some concepts need to

be clarified as adult learners want everything clear and sensible. Adults will learn best if they seesomething that is clear. Therefore, clarification must be made so as to avoid confusion that leads

to reluctance. If there are things unsolved in the classroom, teachers must provide time outside

the class. Although the availability outside class is so demanding but teachers must be aware that

this is one of the safe environments created by teachers. Thus good teachers must: 1) help define


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students learning need, 2) encourage students reflection, 3) ensure relevance of materials, 4)

contribute personal expertise, and 5) provide useful comments/feedback.

SETTING OF OBJECTIVES

As it has been discussed that adult learners will learn best if the objectives of the course

are identified. According to Bixler (2006), objectives are differentiated with goals. Goals are

broader and statement generalization of what to be learned. Whereas objectives, especially

instructional objectives to be used in the classroom, have several definitions, they among others:

1. Instructional objectives are specific, measurable, short-term, observable student

behaviors.

2. Objectives are the foundation upon which teachers can build lessons and assessments that

they can prove meet their overall course or lesson goals.

3. Objectives can be used as tools to make sure teachers and learners reach their goals. They

are the arrows to shoot towards the target (goal).

4. The purpose of objectives is not to restrict spontaneity or constrain the vision of

education in the discipline; but to ensure that learning is focused clearly enough that both

students and teacher know what is going on, and so learning can be objectively measured.

Different archers have different styles, so do different teachers. Thus, how to shoot the

arrows (objectives) can be in many ways. The important thing is that they reach the target

(goals) and score that bullseye!

(Bixler, 2006)

If objectives are not specific and measurable, then we are not able to measure learners progress

or the quality and effectiveness of teaching.

In accordance with objectives, there are several reasons why language courses as well as

other courses need instructional objectives. The reasons are 1) objectives help to select methods

and media for teaching, 2) they help to asses and evaluate teaching and learning process, 3)

learners are helped to know what they expect, and 4) teachers will be able to structure subject

area. Teaching a new language for adults need special attention from teachers especially when it

deals with methods and media. This is not just a matter of giving a spoon-feeding method to

adult learners or using games in the classrooms. When applying appropriate method and media,


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then the outcome is evaluated, objectives are really helpful for teachers as well as adults to know

what they expect and teacher can structure what will be given in the classroom.

INSTRUCTIONAL MATERIALS

Talking about instructional materials, there are numerous materials that must be chosen

in accordance with the needs of adult learners in learning a new language. This section is talking

about some materials and their use in the classroom. The materials chosen are:

1. Chalk (or board marker) and talk

2. Flip Chart

3. DVD or VCD

4. Hand-outs

5. PowerPoint slides

When using the materials for teaching, teachers need to pay attention to the content, how they are

delivered with appropriate body language, speech, and most important: feedback after conveying

the materials. Adult learners can accept feedback from teachers as well as their peers as long as

they are conveyed in appropriate ways. Negative critique could not be accepted as adults are not

ready for it but positive critique would enhance the learning environment. The following sections

will only discuss chalk and talk, hand-outs, and PowerPoint slides as flip chart and DVD or VCD

could be the supplement for using other materials aforementioned.

Chalk (or board marker) and talk

Fenton (2011) in her online article mentions about chalk and talk that means a silent

conversation in writing that allows students to have an equal opportunity to participate. It is a

versatile protocol that can be used for many purposes. The process of chalk and talk for writing

is that teacher writes some questions relevant to topic of the day, i.e. What did you learntoday?, What do you know about perfect tense?, What is your hobby? and etc. He/she then

hands a piece of chalk or a board marker to every student that will give comments by writing on

the board. Students can simply add new comments or draw lines to connect his/her opinion with

the previous comments (taken from National School Reform Faculty, 2011).


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Still according to Fenton (2011), there are some practical uses for chalk and talk. They

are 1) assessing prior knowledge, 2) assessing what has learned, 3) discussing difficult issues, 4)

solving problems, 5) recording what was discussed, and 6) communicating to others. Assessing

prior knowledge means that students could use their previous knowledge and will revise or

increase after getting from the outset. By having chalk and talk, teachers can ask students what

they have learned then if find difficult issues in the learning process, teachers can encourage

students to express their ideas by writing after raising questions being brought up to a discussion.

In the discussion session, students must record what has been discussed and at the end of the

activity they can communicate with others using what they have been writing.

Hand-outs

A hand-out is a paper-based resource used to support teaching and learning which can

free students from excessive note taking or supplement information not easily available

elsewhere (www2.wmin.ac.uk). Still in the same article found in the website, types of hand-outs

with their advantages will be listed as to give teachers as well as adult learners make use the

most out of them. The types and advantages of hand-outs are:

1. Uncompleted or grapped handouts: this is the hand-out with gaps which students fill in.

The advantage of this type of hand-out especially is for listening comprehension where

students must fill the uncompleted notes of a song or information presented by recording

equipment (cassettes or CD for listening).

2. Skeletal notes containing a key statement, definition, or diagram with gaps or spaces to

be filled in by students. The advantage of this hand-out is for students to pay more

attention to teachers explanation in order that they must fill in the gaps with some

information or to complete the diagram of an activity or a summary of an article/story.

3. Worksheets contain problems or questions students must answer or solve. Laboratory

sheets can be used with a set of instructions to be followed and Briefing sheets forcovering how students approach to a case study or role play. The advantage is students

have the same information and it can be referred to as necessary.

There are also some general principles on the production of hand-outs, they are among

others: 1) for reading hand-outs, this will give students activities to complete or answer questions


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whilst reading, 2) teachers must use WH-questions such as what, how, why, when, and where

appropriately, 3) avoiding long, dense hand-out and leave some blank spaces instead, 4) the

appearance of the materials in the hand-out must be up to standard, 5) if copied from a text-book,

beware of the copyright, and 6) use the smallest print size that is manageable for average readers.

PowerPoint Slides

Reynold (2005) inhttp://www.garrreynolds.com/Presentation/slides.html mentions some

tips on presenting teaching materials using PowerPoint slides. According to him, there are things

that need to be considered before creating interactive slides. The ten tips for creating them are:

1.

Keep it simple (key words, one topic, six lines, six words/lines)

2. Limit bullet points and text (not much text and bullets in one slide)

3. Limit transitions and builds (animation) (use object builds and transition judiciously)

4.

Use high-quality graphics (use professional stock photography/high-quality pictures)

5. Have a visual theme but avoid using PowerPoint template (use unique design)

6. Use appropriate chart (Pie, Horizontal Bar, Vertical Bar, and Line Chart)

7. Use color well (good use of color increase learning improvement)

8. Choose the font well (use same fonts and no more than two complimentary fonts)

9. Use video or audio (use them when appropriate)

10.Spend time in the slide sorter (check how slides flow logically from slide sorter view)

TEACHING METHOD

In the educational framework, there are things to be done by teachers. Those things are 1)

Assessing needs, 2) Defining objectives, 3) Selecting teaching methods, 4) Creating materials, 5)

Teaching, and 6) Evaluating. This section discusses teaching method that can be selected in orderto make adults learning more successful. There are some methods that can be used to deliver the

materials. In the previous section, defining objectives have been discussed and in order to select

appropriate method of teaching, assessing needs is necessary. Teachers should know what

students know and what teacher want them to know. Some instruments could be used when

administering the need assessment, they are among others: questionnaires, pretest, interview, and
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observation. The results of the need assessment, then, could be used to select which methods are

best for students.

Actually, there are no best methods for teaching, but at least some methods could be

implemented in the classroom whether they are mixed or integrated as well as stand alone. Some

methods of teaching can be lecture, discussion, case discussion (problem-based learning),

brainstorming, extension exercise, wordweb, snowball, etc. This section will not discuss all

methods as some of them are popular for teachers and useful when used alone or integrated.

Among several methods presented here: lecture, discussion, and problem-based learning are

elaborated as they are useful and handy in use especially in language teaching.

Lecture

A lecture is best for some activities such as revision of core material, making general

points specific for several groups, persuading or comparing or contrasting different point of

view, imparting of small amounts of new material not readily found elsewhere, and identification

of links between different learning approaches (www. chefedtoday.com). Before giving a lecture,

certain format must be arranged first. Some formats in the lecture are: set, dialog, and closure. In

setting the lecture, teacher must be aware the present level of students (beginner, intermediate,

and advance), what teachers want students to learn, what linkages can be establish with students

previous knowledge/experience, the timing for the lecture and classroom environment or seating

whether it could be controlled or not.

When the setting is ready, then come to dialog stage. Every lecture always has this stage

which also needs a very serious attention as dialog needs the right timing so that it will not

exceed or shorten the topic being discussed or explained. It is advisable to break down the dialog

into several chunks as students will not get bored and their interests of the topic are going right.

Pausing could be useful as to create audience interaction. In this interaction, keeping eye contact

is a must of not then students would feel ignored. As teachers must be good models, i.e. in

pronouncing the right words, students need to pay more attention to the teacher and there will be

a two-way communication involving eye contacts and interactive dialog. If dialog stage is over,

it is expected that students think and reflect on what has been discussed in the lecture.


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Lecturing will not last forever, there are times when closure comes and sometimes it

would just come and the class is dismissed without giving student assignments or homework

when necessary. In order to have a good closure, teachers must take and answer questions before

the end of the class. It might be wise for teachers to think that questions are the only form of

feedback to get. The questions could be in forms of Yes/No question, Closed question e.g. the

cause ofis , and Open-ended question i.e. your opinion of . In the end of closure stage,

teachers can summarize the talk and have a review on the discussed topic and then terminate.

Discussion

Gardiner (1998) states that when involving students in a discussion it develops higher-

order thinking skills better than during a lecture. This statement may have been interpreted in

various ways as some people may think that a discussion is better than a lecture, but let us look at

from a positive point of view. In language teaching, a lecture could be used to implant some

theories or formula (in this case tenses) to students while a discussion could be used

afterwards. In discussion, some preparation is needed from both sides either from students or

teachers. In this stage, students must be responsible in a matter of participation, place to sit, and

role assignments (as the chair, scribe, and presenter). The time must also be set in order to have

an effective discussion. In setting the time, arrangement of activities are necessary so as to avoid

boredom or dominant students who are very talkative and try to push their opinion to be agreed

by other participant. It is advisable to shift activities in 20 minutes time. Discussion also need a

summary of what has been discussed and key points must also been determined to have the

extract of it.

There are two types of discussions elaborated in this section, they are: closed and open

discussion. Closed discussion, according to Killen (2006), could be one in which the teacher had

decided in advance what conclusions students are supposed to reach and then proceeded to guide

students to those conclusions. Open discussion means teachers would not guide students butinstead allow them to explore ideas that lead to conclusions. Below are some differences

between closed and open discussion:

Table 2. Some differences between closed and open discussion (adapted from Killen, 2006)


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CLOSED OPEN

Content-centered Process-centered

Knowledge based Experience-based

Acquiring facts Reflecting on practice

Resolving ambiguity/dilemmas Clarifying views

Acquiring information

In the open discussion, answers should be positively accepted and then related to the group

agenda, reflected to an individual or group, developed, and directed to another member. Beard

and Hartley (1984) contend some chair setting for discussion. According to them, people tend to

talk to person opposite, people who are sitting next to each other do not talk, and the mostcentrally placed member emerge as leader who tends to sit in least crowded parts of room.

Problem-based Learning

Problem-based learning (PBL) has many advantages when implemented in language

learning especially for adults. PBL is a learning method which teachers present problems to

students and then students collect information and share knowledge with others. In this case,

teachers act as guides not sources. Teachers also act as facilitators or mentors. According to

Landsberger (1996) in his websitehttp://www.studygs.net/pbl.htm,PBL will provide students

with opportunities to examine and try out what they know, discover what students need to learn,

develop skills for higher achievements in teams, improve students communication skills, state

and defend positions with evidence and sound argument, become more flexible in processing

information and meeting obligation, and practice skills students need after the education.

Lansberger (1996) also mentions some steps in PBL activities having advantages in

adults language learning. The steps are explore the issues, list what students know, develop and

write out the problem in students own words, list out possible solutions, list actions to be taken

with a time line, list what students need to know, write up the solutions with supporting

documentation and then submit them, and review the performance. Students will be active when

using this method as they would discover something and work with the content teachers

determined to be necessary to solve the problem.
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ASSESSMENT AND FEEDBACK

Assessment and feedback can help both teachers and students, but only if appropriate

assessment tool are used and administered correctly. When the test is conducted in fair and

appropriately, the results then could be used for identify strengths and areas that need work,

show progress, and raise expectations for achievements (Cromley & Sweeney, 2002).

Assessment has some requirements in order to be valid, reliable, and feasible. Validity can have

a meaning that a test must show what they actually must show, while reliable would give similar

results for similar level of skills. A test should also be aligned with what is taught and

emphasized in classes, and it is used for the purpose for which they were designed.

Both teachers and students should have some practices of the tests so that they know

what to expect. The familiarization of the test format such as multiple choice questions, open

questions, essay, extended matching, or even observation is needed by both parties. When it

comes to the grading after the administration of the test, there should be emphasized that teachers

must show good reasons and proofs that students have the right to be fairly scored and graded.

Teachers must avoid bias grading as there are things that can influence such as students having

very nice behavior, hard-working students, those showing interests in the course, students

particular backgrounds, gender, or ethnics, and students who are attractive and have connection

with teachers.

Teachers would also have some feedback from students after the test administration.

They would have findings from the results of the teaching as well. The feedback is necessary to

evaluate the teaching by asking ourselves, students, and peers or colleagues. There are sources of

feedback used to evaluate, they could be from tests and exams (marks or scores), assignments(marks and dialog), and workplace (comments and dialog). For students, it is advisable for

teachers to give feedback not from personal sides but from the work or assignments students

have produced. The feedback must be non-judgmental, specific, and with guidance. In this case,

teachers must provide special timing and place as adult learners are different from children in

terms of their maturity and sensitiveness.


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CONCLUSION

Nowadays people are moving from one place to another very easily with the help of

technology such as air transportation. Technology could also mean the Internet which makes it

easier to communicate with just one click. With the influence of the globalization era the world

seems borderless, and people, especially adults, are free to connect one to another. Of course, the

ability to speak English is needed so badly. In order to be able to communicate in English, adults

try to learn English by studying it independently by going to English speaking countries,

studying it on-line or reading books, or taking English courses privately as well as formally.

When learning English, adults are influenced by many factors determining the success of the

attaining their proficiency. The factors could be from adults personal matters as well as from the

workplace.

The factors influencing adults learning could be from themselves such as motivation,

interest, and goals, and from outside environment such as relevance and workload. As adults are

humans with many responsibilities, they tend to learn the language consciously meaning that

they will learn best if the learning is meaningful and relevant to their jobs and needs, the

objectives are identified, positive feedback is given, and they are encouraged to be reflective.

Actually, not only adult learners who have the factors for their success in learning English but

teachers also play important roles when delivering the materials in the classroom. Teachers must

be able to know what learning styles adult learners have so that they can implement some

methods and strategies in teaching them.

Teachers might use certain strategies, methods, materials as well as that best suit to adult

learners. When some cycle of teaching and learning has been achieved, teachers must givefeedback to adult learners in order that they can reflect on what they achieve and put some

revision and modification in learning. Feedback could be obtained after teachers giving some

assessment on what has been given to adult learners. Appropriate assessment must be

administered as it must have validity, reliability, and feasibility. Not only to adult learners the

feedback is given, but teachers also need some evaluation from themselves, their students, and


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their peers. If all factors influencing adult learners are treated appropriately and certain

strategies, methods, materials, feedback and assessment are implemented correctly, then it is

hoped that the learning will be successful as well as beneficial for both learners and teachers.

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26 February 2011 taken from http://www.studygs.net/pbl.htm
http://www.doe.virginia.gov/federal_programs/esea/title1/part_b/even_start/adult_reading_instruction/adult_learners.pdfhttp://www.doe.virginia.gov/federal_programs/esea/title1/part_b/even_start/adult_reading_instruction/adult_learners.pdfhttp://www.studygs.net/pbl.htmhttp://www.studygs.net/pbl.htmhttp://www.doe.virginia.gov/federal_programs/esea/title1/part_b/even_start/adult_reading_instruction/adult_learners.pdfhttp://www.doe.virginia.gov/federal_programs/esea/title1/part_b/even_start/adult_reading_instruction/adult_learners.pdf

adult's learning style

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