Journal articles on the topic 'Listening style'
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Lim, Soo-min, Hyejin Lee, and Youngshin Kim. "Relationship between class concentration, class satisfaction, and academic achievement according to listening type of middle school students in photosynthesis learning." Brain, Digital, & Learning 14, no. 2 (June 30, 2024): 213–25. http://dx.doi.org/10.31216/bdl.20240013.
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The purpose of this study is to analyze the relationship between class concentration, class satisfaction, and academic achievement according to middle school students’ listening style. For this, a study was conducted on 156 8th grade students attending two middle schools in K province who agreed to data collection. At this time, 130 students (66 male students, 64 female students) were used for analysis, excluding cases where some of the tests were not performed or had missing values. The research results are as follows. First, there was no difference in academic achievement according to listening style level. Second, there was no difference in class satisfaction according to listening style. However, in the case of relational and analytical listening styles, there was a correlation with satisfaction with the teaching method. Third, among listening styles, only relational and analytical listening styles had a positive correlation with class concentration. Through this, there is a need to teach science classes to utilize relational and analytical listening styles, and to improve academic performance, teach in a direction that can improve class concentration rather than listening style. In future research, it is expected that comparative analysis will be conducted by dividing schools by level.
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Pikri, Vyvie Nurul, Aderlaepe Aderlaepe, and Siam Siam. "THE CORRELATION BETWEEN STUDENTS’ LEARNING STYLE PREFERENCE AND LISTENING ACHIEVEMENT OF ENGLISH DEPARTMENT STUDENTS." Journal of Teaching English 5, no. 1 (March 30, 2020): 87. http://dx.doi.org/10.36709/jte.v5i1.13599.
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This research focused on the correlation between students’ learning styles and their listening achievement. The design was quantitative research. The research conducted in Halu Oleo University, English Department at academic year 2018/2019 that had passed Listening II to see their learning style and listening achievement. There were 76 students taken as samples. The data of the research were collected through a close-ended questionnaire adapted from Reid’s (1986) consisted of 30 statements and who had developed the perceptual learning style preference questionnaire to get the data of students’ learning style especially in listening II. To analyze the data, the researcher used descriptive statistics to find out the students’ listening achievement and their learning style based on the five categories; very good, good, moderate, low and failed. The researcher used the SPSS 16 program as the statistical program to analyze the data. The finding of the research showed that students’ listening achievement was mostly categorized as a good category and students were minor learning styles. Based on the discussion findings of this study that covered the score of students’ listening achievement and their learning style, the descriptive and inferential statistic analysis by using SPSS 16 program the researcher concluded that: Firstly, students the most preferred learning styles were Auditory Learning Style and Kinesthetic Learning Style. Secondly, based on the result above there were 2 learning style that correlate with listening achievement there were kinesthetic learning style showed that the coefficient correlate was -.317 and sig (2-tailed) was 0.038 ≤ 0.05 and group learning style showed that the coefficient correlates was -.0.366 and sig (2-tailed) was 0.01 ≤ 0.05. Also, the result of the correlation between students’ learning style and students' listening score showed that the coefficient correlation was -.349 and sig (2-tailed) was .022 it means that sig (2-tailed) ≤ 0.05 it means H1 was accepted so there was signifi couldt correlation. Meanwhile, coefficient correlates was negative correlate because the coefficient correlation was -.349. In addition, the researcher could conclude that there was a negative signifi couldt correlation between students’ learning style and their listening achievement of English Department Students at Halu Oleo University.
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Gholam-Shahbazi, Hassti. "The Relationship between Spatial and Musical Intelligences and EFL Learners’ Learning Styles and Vocabulary Knowledge." Journal of Language Teaching and Research 10, no. 4 (July 1, 2019): 747. http://dx.doi.org/10.17507/jltr.1004.09.
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This study investigated the relationship between spatial and musical intelligences and learning styles of EFL learners and their vocabulary knowledge. Accordingly, relationship between spatial intelligence, musical intelligence and vocabulary knowledge, visual learning style, auditory learning style, and kinesthetic learning style with vocabulary knowledge, listening and vocabulary knowledge, and finally spatial, musical intelligence, visual, auditory kinesthetic learning style as independent variables and vocabulary knowledge s dependent variable was examined. This study is an experimental and applied research using four texts to specify participants intelligence their learning styles, vocabulary knowledge and listening knowledge. For this reason, four texts including MIDAS Test of Shearer (1996) the Persian of Spatial, and Musical Intelligence VAK Learning Style Test (Visual, Auditory, Kinesthetic), Vocabulary Levels Test of Nation (2001) One listening Test from the IELTS 5 book were applied. In this study, 200 Iranian senior BA EFL learners from Islamic Azad Universities of Tehran, Male and Female, 22 to 30 years old, majoring in TEFL were examined. Result of data analysis showed that there is a significant relationship between spatial and musical intelligences and learning styles of Iranian EFL learners and their vocabulary knowledge. Also, multiple intelligence plays a significant role in learning vocabulary, as the nature of intelligence represents this issue and shows that learning is a psychological issue and human’s different aspects of learning depends of different aspect of intelligence.
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Frederico, Margarita. "Book Review: Listening: A Pastoral Style." Pacifica: Australasian Theological Studies 12, no. 3 (October 1999): 363–66. http://dx.doi.org/10.1177/1030570x9901200320.
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Arief, Mardhatillah, Eny Syatriana, and Sitti Maryam Hamid. "AN ANALYSIS ON EMPHATIC LISTENING STYLE IN EFL CLASSROOM." English Language Teaching Methodology 3, no. 3 (December 30, 2023): 317–27. http://dx.doi.org/10.56983/eltm.v3i3.553.
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The objectives of this research are: (1) To explore the styles of empathic listening skill used by EFL teacher in the classroom at SMP Negeri 4 Majauleng; (2) To determine EFL students’ perceptions toward empathic listening skill in the classroom at SMP Negeri 4 Majauleng. This study employed a qualitative research methodology. The researcher used a qualitative method, observing classrooms through video and audio recording, documentation, and interviews with teachers and students. The subject of the research was 20 students from one class who have participated in emphatic learning activities and assessed their views of emphatic listening in the learning activity SMP Negeri 4 Majauleng. The instrument of the research used observationand Interview. The Result of the research show that EFL teacher of SMP Negeri 4 Majauleng applied five empathic listening styles, they are questioning, advising, judging, analyzing and supporting. The students gave positive perception toward the used of empathic listening skill by the teacher in the classroom due to the fact that the emphatic listening gave good influence to the listening skill of the students.
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Hedar Pratama, Chico, and Khoirul Anwar. "Correlation of Students’ Listening Comprehension Score With Students’ Learning Styles at Students of English Department at University of Muhammadiyah Gresik." J-SHMIC : Journal of English for Academic 11, no. 1 (February 29, 2024): 51–62. http://dx.doi.org/10.25299/jshmic.2024.vol11(1).15303.
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Listening ability is an important component of language teaching and learning as it tends to improve faster than speaking ability and frequently influences skill development when learning anything new. Meanwhile, in order to accomplish excellent academic outcomes, students need to consider their learning styles and teachers need to consider various students’ learning style. This study aims to investigate the correlation between the listening abilities of learners and their learning styles. The participants were students of English education study program, faculty of teaching and educational sciences, Muhammadiyah University of Gresik, with 48 males and 52 female students participating. This study employed quantitative approaches using a questionnaire to assess students' learning styles, a test to assess students' listening comprehension scores, and an interview as a few sample about students’ perception. The data analyzed used SPSS Pearson's Correlation Coefficients and thematic analysis. The level of probability (p-value) significance (sig.2-tailed) resulted in .003. Since, the p-value (.003) was less than .05, Ha (alternative hypothesis) was accepted and Ho (null hypothesis) was rejected. As a result of the acceptance of the Ha (alternative hypothesis), researchers discovered there is a significant correlation connecting both visual and auditory learning styles and listening comprehension. The impact of this study to help students aware with their learning styles and teachers need to consider efficient learning activities with students’ various learning style.
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Pernando, Diki Dwi Putra, and Ngusman Ngusman. "Analisis Gaya Bahasa dalam Pidato : Pasambahan Manyerak Bareh Kunyik." TSAQOFAH 4, no. 1 (January 15, 2024): 801–10. http://dx.doi.org/10.58578/tsaqofah.v4i1.2567.
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This research aims to analyze the language style in the pasambahan manyerak bareh kunyik in the city of Padang Panjang. This research explores the language styles in Pasambahan Manyerak Bareh Kunyik, a traditional Minangkabau art, with the aim of exploring the depth of the language styles and speech embedded in this performance. This research carries a stylistic approach with the aim of looking at the techniques and forms of a person's language style in presenting ideas in accordance with the ideas and norms used as well as the personal characteristics of the user. The term language style is not referred to the entire form of language use as discourse, but rather to words and units of speech that are considered to contain beauty. Therefore, the research carried out focuses more on units of expression in isolation, not on textual relationships. The method used in this research is the Listening Method to obtain data by listening to language use. The term listening here is not only related to the use of spoken language, but also the use of written language. Furthermore, the technique used here is the tapping technique which is referred to as the basic technique in the listening method because essentially listening is realized by tapping. In this article, researchers attempt to obtain data by tapping into the language use of a person or several people who are informants. In subsequent practice, this tapping technique was followed by a further technique in the form of free listening techniques without getting involved in the conversation, meaning that the researcher only acted as an observer of the informant's use of language and was not involved in the speech event whose language was being studied.
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Ramos Salazar, Leslie. "The Influence of Business Students’ Listening Styles on Their Compassion and Self-Compassion." Business and Professional Communication Quarterly 80, no. 4 (July 17, 2017): 426–42. http://dx.doi.org/10.1177/2329490617712495.
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The aim of this study was to investigate the influence of the four listening styles of business communication students on their demonstration of compassion for others and themselves. A sample of 387 business students completed a questionnaire that inquired about their perceptions of their preferred listening style, their compassion for others, and their self-compassion for those in a given organization. This study found that people listening positively affected both compassion and self-compassion. Another finding was that action listening negatively affected both compassion and self-compassion. Other findings are also discussed along with future directions.
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Holmstrom, Amanda J., Reed M. Reynolds, Samantha J. Shebib, Travis L. Poland, Morgan E. Summers, Allison P. Mazur, and Salena Moore. "Examining the Effect of Message Style in Esteem Support Interactions: A Laboratory Investigation*." Journal of Communication 71, no. 2 (April 1, 2021): 220–45. http://dx.doi.org/10.1093/joc/jqab001.
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Abstract The cognitive–emotional theory of esteem support messages predicts that message style will affect the outcomes of esteem support interactions. However, little research has focused on the effects of message style; that is, how esteem support messages are delivered. The present experiment addresses this lacuna by manipulating message style in a laboratory study examining face-to-face esteem support interactions. Confederates were trained to provide emotion-focused esteem support to naïve participants (N = 173) in four styles along the assertive–inductive dimension, in addition to a listening-only control condition. We then assessed the effect of the interaction on participants’ state self-esteem. Results indicated that emotion-focused esteem support improved state self-esteem more than listening support; however, there was no significant effect of message style. Post-interaction state self-esteem improvement was positively associated with the quantity of emotion-focused esteem support content provided during the interaction.
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Mulyadi, Dodi, Dwi Rukmini, and Issy Yuliasri. "The Analysis of Students’ Listening Proficiency Viewed from Their Different Learning Styles after Getting the Strategy Instructions." Theory and Practice in Language Studies 7, no. 12 (December 3, 2017): 1200. http://dx.doi.org/10.17507/tpls.0712.06.
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The students’ listening cognitive and metacognitive problems should be overcome with an effective listening strategy instruction. Besides, their learning style as the individual learners’ differences should be taken into account in getting a satisfactory listening outcome. To seek the solution, the present study aimed to find out quantitatively the effectiveness of implementation of Explicit (Meta)-cognitive collaboration strategy instruction (M-CCSI) and top-down strategy instructions (TDSI) toward the students’ listening proficiency viewed from their learning styles. The participants of the study were 50 Javanese EFL students at Muria University of Kudus, Indonesia. The data were gathered by using a listening proficiency test adopted from Longman TOEFL listening section and a questionnaire of visual, auditory, and kinesthetic (VAK) learning styles. Descriptive statistics, Independent Sample t-test, and Friedman two-way analysis of variance revealed that the experimental group has a significant effect of their listening proficiency after treated by using M-CCSI. Meanwhile, the control group has no significant effect on their listening proficiency after dealt with by using top down strategy (TDSI) as a general listening teaching. On the other hand, the result of two-way analysis of variance reveals that students’ listening proficiency was not influenced by learning styles including visual learners, auditory learners, and kinesthetic learners for both experimental group and control group. Thus, the findings imply that it is not essential for the lecturers of listening course to divide students into different learning styles in applying Explicit M-CCSI.
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Iryani, Evi, and Joko Sukoyo. "Analisis Gaya Belajar Siswa dan Hubungannya dengan Hasil Belajar Menulis Aksara Jawa." Piwulang : Jurnal Pendidikan Bahasa Jawa 11, no. 1 (June 30, 2023): 17–34. http://dx.doi.org/10.15294/piwulang.v11i1.60900.
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This study aims to describe the relationship between student learning styles and student learning outcomes in learning the Javanese language to write Javanese alphabet at SMP Darussalam Bergas. This research is a qualitative descriptive with 100 students of class VIII as the research subject. Data were collected through observation, interviews, questionnaires, and documentation. Analysis of the data using the analytical model of Miles and Huberman. The research steps consist of data collection, data reduction, data presentation, and drawing conclusions. The results of the study concluded that the learning styles of class VIII students when learning to write Javanese alphabet were 48% visual, 32% auditory, and 205 kinesthetic. Students who score above the cut score are dominated by auditory learning style, while students who score below the cut score are dominated by visual learning styles. The results of observations of students who have a visual learning style prefer to see the visual appearance of Javanese characters on the blackboard rather than just listening to the teacher's explanation. Students with an auditory learning style cannot concentrate if the class is in a crowded atmosphere. While students with a kinesthetic learning style prefer learning that involves students directly, they also cannot linger just sitting quietly and listening to the teacher's explanation.
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Wulandari, Indri, Alamsyah Harahap, and Gita Mutiara Hati. "THE ANALYSIS OF STUDENTS’ LISTENING LEARNING STYLE (A STUDY OF THE 5TH SEMESTER STUDENTS AT ENGLISH EDUCATION STUDY PROGRAM OF UNIVERSITAS BENGKULU IN ACADEMIC YEAR 2018/2019)." Journal of English Education and Teaching 3, no. 1 (August 2, 2019): 42–52. http://dx.doi.org/10.33369/jeet.3.1.42-52.
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This research attemted to find out the learning style used in learning listening. This research was carried out by employing descriptive quantitative design. The population of this research was the fifth semester students of English Education Study Program of University of Bengkulu in academic year 2018/2019. The samples of this research were taken by using total sampling tehcnique, i.e 79 students. The data were collected by questionnaire consisted of 36 questions related to the learning style. The questionnaire adapted from Joy Reid written in Dede Nurul Faridah (2014). The results of this study showed that the students used three types of learning style in learning listening ( visual, auditory and kinesthetic). The most used learning style was auditory (Mean score:2.85), visual (Mean score:2.75) and kinesthetic (Mean score:2.50). In conclusion, there were three learning style used in learning listening, and the most dominant learning style is auditory.
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Muhajang, Tatang, and Siti Fatimah. "GAYA BELAJAR ANAK JALANAN BERPRESTASI." Pedagonal : Jurnal Ilmiah Pendidikan 2, no. 1 (April 7, 2018): 23–33. http://dx.doi.org/10.33751/pedagog.v2i1.740.
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ABSTRACTThe method used in this research is a qualitative case study with qualitative approach. In obtaining justifiable data, researchers directly interact on the learning process and observe the implementation of learning. Data collection and data recording procedures are done through observation, interview and documentation. The validity of data used is credibility, transferability, dependability, and conformability. Data analysis used is descriptive qualitative. The purpose of this study is to describe the findings about the Learning Style used by Outstanding Street Children in PKBM Bina Insan Mandiri or often called MASTER School Depok City. Subjects in this study are one of the street students (tissue seller) with high achievers, teachers and students parents. The results showed that the Learning Style of Outstanding Street Children showed the combination of the three learning styles, but more dominantly the auditorial learning style that relies on the sense of hearing in the learning process. Such as: a. Easy to learn by listening, b. In teaching and learning activities students easily distracted if the class is not conducive, c. Students speak fluently, d. Like to tell stories, e. Fond of listening to stories, f. Glad to discuss, g. Fond of listening to music, h. Talking with rhythm. The result of the learning style of street students achievement can be known that by using auditorial learning style or relying on the sense of hearing street students achieving more understanding what is conveyed by the teacher on the learning process especially in the activities of storytelling. Based on the results of the research above it can be concluded that street students have an achievement of auditorial learning style that relies on the sense of hearing.Keywords: Learning Style of Street Children, Learning Achievement.
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Kreutz, Gunter, and Anja-Xiaoxing Cui. "Music Empathizing and Music Systemizing are Associated with Music Listening Reward." Music Perception 40, no. 1 (September 1, 2022): 3–11. http://dx.doi.org/10.1525/mp.2022.40.1.3.
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Music empathizing (ME) and music systemizing (MS) are constructs representing cognitive styles that address different facets of interest in music listening. Here we investigate whether ME and MS are positively associated with feelings of reward in response to music listening (MR). We conducted an online-survey in which n = 202 (127 identifying as female) participants, Mage = 26.06 years, SDage = 8.66 years, filled out the Music-Empathizing-Music-Systemizing (MEMS) Inventory, the Barcelona Questionnaire of Music Reward (BMRQ), further music-related inventories, and ad hoc items representing general interest and investment in music listening. Results from a conditional inference tree analysis confirm our hypothesis by showing ME followed by MS were the most important predictors of MR. In addition, subscription to music streaming services and investing free time into music listening were also associated with higher MR. These results suggest that perceiving reward through music listening is a function of both music empathizing and music systemizing. The nonsignificant contributions of music sophistication and music style preferences deny a larger role of these factors in MR. Further research is needed to investigate the interrelationships of musical cognitive styles and MR to refine our understanding of the affective value of music listening.
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Puji Astuti, Sri, Moh Muzakka, Mujid F. Amin, Dandi Hermawan, and Rizky Devy Wulandari. "Language Style in the Lyrics of the Song “ Virus Corona “, “Bencana”, and “Suratan” by Rhoma Irama." E3S Web of Conferences 317 (2021): 02024. http://dx.doi.org/10.1051/e3sconf/202131702024.
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Song lyrics can be used to communicate the author’s message to others. The songwriter can express what he feels, sees, and experiences. The song lyrics by Roma Irama are fascinating in terms of language style. Therefore, the purpose of this research is to describe the language style used in the lyrics of Rhoma Irama’s songs “Virus Corona,” “Bencana,” and “Suratan.” This study used the data in the form of song lyrics snippets from the three songs. The data was gathered through the listening method, which involved listening to the three songs displayed on YouTube. The lyrics of the songs were then recorded and analyzed using stylistic theory. According to the study’s findings, the language styles used in the lyrics of “Virus Corona,” “Bencana,” and “Suratan” are climax, parallelism, antithesis, anaphor, asyndeton, pleonasm, rhetorical questions, paraphrases, litotes, metaphors, and cynicism. As a result, Rhoma Irama employs a variety of language styles in the lyrics of his three songs.
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Hartman, Jackie L., and Jim McCambridge. "Optimizing Millennials’ Communication Styles." Business Communication Quarterly 74, no. 1 (February 23, 2011): 22–44. http://dx.doi.org/10.1177/1080569910395564.
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Millennials, those individuals born between 1980 and 2000, compose the largest cohort of college students in the United States. Stereotypical views of millennials characterize them as technologically sophisticated multitaskers, capable of significant contributions to tomorrow’s organizations, yet deficient in communication skills. This article offers insights for business educators to help millennials understand the influence of communication styles when optimizing communication effectiveness. Developing style-typing and style-flexing skills can serve as building blocks for millennials’ subsequent interpersonal skill development in key areas such as audience analysis, active listening, conflict management and negotiation, and effective team building. An in-class exercise highlighting communication style-typing and style-flexing is included.
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Yousefi, Mandana. "Cognitive Style and EFL Learners’ Listening Comprehension Ability." Indonesian Journal of Applied Linguistics 1, no. 1 (July 1, 2011): 73. http://dx.doi.org/10.17509/ijal.v1i1.100.
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Sargent, Stephanie Lee, James B. Weaver, and Christian Kiewitz. "Correlates between communication apprehension and listening style preferences." Communication Research Reports 14, no. 1 (January 1997): 74–78. http://dx.doi.org/10.1080/08824099709388647.
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Smialek, Thomas, and Renee Reiter Boburka. "The Effect of Cooperative Listening Exercises on the Critical Listening Skills of College Music-Appreciation Students." Journal of Research in Music Education 54, no. 1 (April 2006): 57–72. http://dx.doi.org/10.1177/002242940605400105.
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The authors investigated the effectiveness of cooperative listening exercises in developing critical music-listening skills in nonmusic majors. Subjects were college freshmen and sophomores enrolled in Introduction to Western Music. Control-group subjects attended classes taught exclusively in lecture format. Two experimental groups participated in four 50-minute group-listening exercises. Experimental Group 2 engaged in five additional group-analysis exercises, comparing known and unfamiliar musical styles. The consistent use of cooperative-listening exercises proved to be more effective in developing subjects' critical listening skills than either lecture-demonstration or occasional group work. On final exams, Experimental Group 2 scored significantly better than the other groups on identifications of texture, compositional genre, and musical style. To be most effective, group work needs to be implemented on a regular basis — for both the introduction of new material and for its review or application. March 31, 2006 April 22, 2006
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Destriza, Waynn-Nielsen C., Roderick B. De Castro, and Howard M. Enriquez. "An Experimental Study on Maximum Sound Output Capabilities and Preferred Listening Levels Using Different Earphone Types." Philippine Journal of Otolaryngology-Head and Neck Surgery 30, no. 1 (June 30, 2015): 6–13. http://dx.doi.org/10.32412/pjohns.v30i1.371.
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Objective: The study aims to compare the maximum sound output capabilities of different earphone types/music style combinations. The study also intends to assess the preferred listening levels (PLL) of test subjects using different earphone types with background noise accession. The study also seeks to determine the presence or absence of a threshold shift on headphone/music style combination PLL’s that exceed the recommended noise limit.
Methods
Study Design: Experimental Study
Setting: Tertiary Government Hospital
Subjects: Thirty (30) hearing healthy volunteers were sampled from hospital staff aged 18-40 years, with no known history of ear pathology and/or use of any known ototoxic drugs, with normal otoscopy and audiograms of less than 20dB from 125Hz to 8000Hz, and no exposure to loud noise from any source within the previous 3 days.
The sound pressure levels (SPL) delivered by three (3) types of earphones (earbud type, in-ear type, supra-aural type) were measured at maximum volume setting of a personal media player (iPod, Apple Inc.), while playing different music genres. The test subjects were asked to listen at their preferred listening levels (PLL) using the different types of earphones at increasing background noise accession.
Results: The earbud type averaged the greatest SPL among the earphone types, and pop music averaged the greatest SPL among the music styles. Comparison of the maximum output capabilities revealed that there was a significant difference among different brands of earphones of the same type. However, no significant difference were found among songs of similar music style and across different music styles in all earphones except the in-ear type. PLL average was at 90.4dB in a silent environment with increasing intensity as background noise accentuated. Supra-aural earphones registered the least increase in PLL in a loud environment, due to its higher background noise-attenuating capabilities.
Conclusion: Having a significant difference among earphone types with regard their maximum output capabilities, it is recommended to check the specifications of the earphone type one intends to use. In using personal media players (PMP), the volume should be set at the lowest comfortable level. While choice of music style remains the discretion of the listener, the choice of music style should be considered for long periods of listening. Because the PLL of test subjects were alarmingly high, the authors recommend intervention in their listening habits. Background noise attenuating capabilities of earphones play a factor in reducing excessive sound energy from reaching the ear, reducing the PLL, and decreasing the risk for noise-induced hearing loss.
Keywords: earphones, music styles, personal media players, preferred listening levels, recreational noise, noise-induced hearing loss
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Grant, Roger. "Haydn, meter, and listening in transition." Studia Musicologica 51, no. 1-2 (March 1, 2010): 141–52. http://dx.doi.org/10.1556/smus.51.2010.1-2.10.
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In recent years, music theorists and analysts have devoted a great deal of attention to the phenomenon of hypermeter, drawing some of their most representative examples from the late works of Haydn. Although this recent trend in analysis has shed much light on Haydn’s music, it has left questions of history distinct from the mode of listening it engages. This article argues that the way we understand conceptualizations of listening and aesthetic experience can greatly inform the way that we understand hypermeter and the question of style in history. Drawing on eighteenth-century theories of music and literature, it recontextualizes Haydn’s hypermetric style with respect to a larger world of aesthetic experience.
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Worthington, Debra L. "Exploring Juror's Listening Processes: The Effect of Listening Style Preference on Juror Decision Making." International Journal of Listening 15, no. 1 (January 2001): 20–37. http://dx.doi.org/10.1080/10904018.2001.10499043.
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Andrusiak, V., and V. Kravchenko. "Analysis of efficiency of perception of information depending on the individual learning style." Bulletin of Taras Shevchenko National University of Kyiv. Series: Biology 78, no. 2 (2019): 61–67. http://dx.doi.org/10.17721/1728_2748.2019.78.61-67.
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The paper explored the features of information acquisition by people with different individual learning styles in accordance with the VARK classification (Visual, Auditory, Reading, Kinesthetic), which is popular in the educational field, using a comparative analysis of memorizing the details of fiction and scientific texts, as well as the brain's electrical activity during reading and listening.It is revealed that the way of presenting the text corresponding to the individual learning style does not increase the efficiency of memorizing its details.Audials, better than visuals, learned the content of a fiction text, when it is visually presented. Audials and kinesthetics demonstrated the worst long-term memorization of the details of a fiction text, regardless of how it was processed. It is shown that, regardless of the dominant learning style, listening to the text is accompanied by a greater cognitive load compared to reading, which was reflected in a generalized increase in spectral power in the theta EEG range. Reading was accompanied by a greater spectral power in the delta range in comparison with listening to texts for representatives of all learning styles, except visuals. In the kinesthetics, the spectral power of the high-frequency beta range of the EEG increased in the left temporo-occipital zones, while reading a fiction fragment, which indicates higher level of psycho-emotional tension in comparison with listening. The brain mechanism for maintaining attention and working memory during perception of information had specific EEG correlates in subjects with different individual learning styles, which, however, did not affect the differences in the efficiency of information assimilation by representatives of these groups.
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Hustiana, Ahyadi, and Asdar. "DELINEATING STUDENTS’ ENGAGEMENT BASED ON LECTURER’S TEACHING STRATEGIES IN LISTENING COURSE." English Language, Linguistics, and Culture International Journal 2, no. 3 (December 30, 2022): 168–84. http://dx.doi.org/10.24252/elstic-ij.v2i3.33588.
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This study delineated the lecturer’s teaching strategies in listening for general communication course and described the impacts of those strategies in listening for general communication course toward the students’ engagement in the class. The participants were the first semester students in English Education Department, Faculty of Teacher Training and Education, Universitas Sulawesi Barat that consisted of five classes which contained of 135 students. While the lecture became a part of the reserch process itself. The technique of data collecting consisted of doing observation in learning process and also giving open ended questionnaire for the students. While technique of data analysis consist of transcribing data from recorded classroom observation and open ended question into written text. In brief, it could be concluded that in this class, the leacture applied two types teaching strategies namely autocratic style and permissive style. In autocratic style the lecture applied lecturing strategy and in permissive style the lecture applied Question answer strategy, Group discussion, Role playing, and Independent study. Based on the research, the most effective strategies in listening for general communication course were question answer strategy, role playing, and Independent study because those strategies made the students contributed in learning process like asking a question, giving opinion, tutoring their friends, and giving feedback weather in written or sopken form after listening the audio. While lecturing and group discussion were not appropriate for listening course because the students be more passive with less engagement. Therefore, it was suggested for the lecture to modify the way in using lecturing and group discussion strategies in listening for general communication course, in order those strategy be more efective in the other class session.
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Kopiez, Reinhard, and Friedrich Platz. "The Role of Listening Expertise, Attention, and Musical Style in the Perception of Clash of Keys." Music Perception 26, no. 4 (April 1, 2009): 321–34. http://dx.doi.org/10.1525/mp.2009.26.4.321.
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THIS EXPLORATIVE STUDY INVESTIGATES THE PERCEPTION of clash of keys in music. It is a replication and extension of an earlier study by Wolpert (2000) on the perception of a harmonic (bitonal) manipulation of a melody and accompaniment. We investigated (a) how reliable results were, (b) how results would change if listeners' attention changed from nondirected (NDL) to directed listening (DL), and (c) whether the perception of clash of keys is influenced by the musical style of the particular composition. Participants included 101 expert listeners and 147 nonexpert listeners who evaluated music of four different styles in two versions each (original and with a pitch difference of 200 cents between melody and accompaniment). On the whole, expert listeners noticed the clash of keys significantly more often than did nonexperts (NDL: 49.30% vs. 9.30%; DL: 78.00% vs. 46.90%). For NDL, the perception of clash of keys differed between musical styles and decreased from classical to rock 'n' roll and from pop to jazz. Differences in responses are mainly explained by acculturation effects (listening expertise, attention, musical style, and familiarity with the particular piece).
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Worthington, Debra L. "Exploring the Relationship between Listening Style Preference and Personality." International Journal of Listening 17, no. 1 (January 2003): 68–87. http://dx.doi.org/10.1080/10904018.2003.10499056.
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HASKO BEZO, Blegina, and Majlinda HALA. "Analysis on the use of different techniques based on three learning styles: visual, listening, and kinesthetic." Polis 20, no. 1 (2021): 135–43. http://dx.doi.org/10.58944/jlun7100.
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This article seeks to provide data on how well the learning styles are known and how they are used in teaching methods and techniques by teachers as well as how much student learning styles are identified, a factor that leads to motivation, development of knowledge, skills and building student attitudes or improving attained results. One of the characteristics of learning related with the observation, processing and transmission of information in different ways coincides with the learning styles utilized by the student and that is identified and should be used by teachers. Their identification leads to a quality learning, which motivates every student to have positive academic and artistic achievements. The article undertakes to bring a qualitative descriptive research, where the subjects are teachers and students of the Figurative Arts and Music Department of the Jordan Misja High Art School. To validate the conclusions of this article, two questionnaires were developed and employed, which were completed by research subjects (about 100 students and 25 school teachers). Responses obtained through questionnaires validated the results obtained and the analysis performed shed light on the deficient knowledge of the teachers regarding the three learning styles. An interpretation of the responses reveals that 32.5% of teachers employ the most evident styles including other teaching techniques. Responses received through student questionnaires and interpretations made from the results of the analysis show the three styles including: a) listening learning style (62.5%), b) CRITICAL ESSAYS 136 POLIS / No. 20, 2021 POLIS / No. 20, 2021 137 visual learning style (37.5%), and c) kinesthetic style (0.70%). In conclusion, the article highlights the need to know the characteristics of the learning styles, the basis for improving student achievement as well as the quality of teaching by the using diverse teaching techniques.
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Iwaya, Yukio. "Individualization of head-related transfer functions with tournament-style listening test: Listening with other’s ears." Acoustical Science and Technology 27, no. 6 (2006): 340–43. http://dx.doi.org/10.1250/ast.27.340.
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Sukarto, Kasno Atmo, and Fachrizah Fauziah. "Satire and Sarcasm on the “YouTube Got Talent" Video: A Case Study on Skinnyindonesian24 Channel." ELS Journal on Interdisciplinary Studies in Humanities 5, no. 2 (June 30, 2022): 374–86. http://dx.doi.org/10.34050/elsjish.v5i2.21725.
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The specialty of the satire language style can be seen through the use of figurative words in it. The more a person is able to use words, it is able to create a special impression when telling someone who is the target of the satire. This study aims to describe the forms and functions of satire and sarcasm in the video content SkinnyIndonesian24 "YouTube's Got Talent". The method used is a qualitative descriptive research method. The data was obtained by using the free-of-conversation (SBLC) listening technique using Gorys Keraf's theory. The results obtained in this study are 29 satirical satire language styles that satirize YouTubers, Netizens, and the YouTube algorithm, and 7 sarcasm styles that satirize YouTubers, Netizens and the jury. The function of the satire language style is 9, and the sarcasm style is 4. Based on the data that the writer finds, the satirical style of satire seems to be more dominant than the sarcasm style. However, it has many of the same functions that are as opinion delivery.
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Mulyadi, Dodi. "EFL Learners’ Listening Strategy Awareness viewed from Their Learning Styles in the Extensive Listening Class." E-Structural 1, no. 02 (January 11, 2019): 123–41. http://dx.doi.org/10.33633/es.v1i2.2175.
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Abstract. Albeit listening comprehension as the vital role of language input, most EFL students have a somewhat negligent concern of it in the process of mastering EFL. Accordingly, the listening educators need to confirm students’ listening strategy awareness related to their learning styles for enhancing the quality of teaching listening. To this end, the study aims at assaying EFL students’ listening strategy awareness between visual, auditory, and kinesthetic learners who got an explicit strategy instruction of Extensive listening class and those who did not get the explicit strategy instruction. The participants of the study were 38 sophomore EFL students of English departments at Universitas Muhammadiyah Semarang. Listening strategy awareness questionnaire, learning style questionnaire, and interview were utilized as the data collection instruments. The results elucidated that explicit listening strategy instructions have raised students’ direct attention strategies. Strategies of interpreting the meaning in their head and translating keywords that they have listened potentially impact on students’ mental translation strategy awareness. Indeed, visual learners in the control group have a higher strategy awareness dealing with person knowledge than in an experimental group. Then, auditory learners have similar scores for both groups — meanwhile, a bit higher score of person knowledge possessed by the kinesthetic learners in the experimental group. However, the statistical findings elucidate that there are no significant differences between the experimental and control group. Interview results confim that explicit strategy instruction of extensive listening class enables learners to create a good atmosphere in listening class, and their competence of listening instruction.
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Amelinda, Ria, Jumriani Jumriani, and Andriani Andriani. "Fenomena Sarkasme Komunikasi: Analisis Gaya Komunikasi Selebgram di Media Sosial." Palita: Journal of Social Religion Research 8, no. 2 (October 29, 2023): 251–62. http://dx.doi.org/10.24256/pal.v8i2.4893.
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This research focuses on sarcasm and the communication style of the celebrity influencer Bunda Corla. The aim of this study is to understand the sarcasm expressed by Bunda Corla on Instagram and the communication style used during live streaming. This research employs a descriptive qualitative research method, which is used to obtain information related to the object under study. Data collection techniques include observation, listening, and documentation. Data is analyzed by collecting, reducing, and drawing conclusions from the data. The results show that the sarcasm frequently expressed by Bunda Corla on the Instagram social media platform includes the words bandit, dog, and bastard. The communication style used by Bunda Corla on Instagram during live broadcasts is categorized into two styles: the controlling style, characterized by the intention or desire to persuade, control, and influence others, and the withdrawal style, characterized by communication that is inappropriate.
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Cline, Melinda, Jeremy St. John, and Carl S. Guynes. "Business Administration Students As Surrogates For IT Professionals Summary Of A Study." American Journal of Business Education (AJBE) 8, no. 1 (December 17, 2014): 1–6. http://dx.doi.org/10.19030/ajbe.v8i1.9012.
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The purpose of this paper is to report a summary of the results of a study which examined the appropriateness of using business school students as surrogates for IT professionals by comparing cognitive styles, physiological characteristics, and basic demographic data among the two groups. Cognitive style refers to the way individuals think, perceive and remember information. Myers-Briggs Type Indicator (MBTI), Kolb's Learning Style Inventory (LSI), and Human Information Processing Survey (HIPS) tests were used to examine cognitive style. Physiological characteristics examined include dichotic (different ear) listening and visual perception speed, both with laterality (right/leftness). This study identifies important differences between the students and IT professionals. The results have implications for both researchers and designers of future information systems.
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Mulyanto, Agus, Andarini Rani Probowati, and Ratih Purnamasari. "ANALISIS GAYA BAHASA SINDIRAN DALAM VIDEO TIKTOK RIAN FAHARDHI." Semantik 12, no. 2 (September 12, 2023): 141–60. http://dx.doi.org/10.22460/semantik.v12i2.p141-160.
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The existence of social media such as TikTok opens up opportunities for people to express themselves freely. This freedom demands creativity in expression, among others by using a sarcastic language style. This study aims to examine the use of satire language style used by Tiktoker Rian Fahardhi in his video using Keraf's Language Style theory. This research uses descriptive research to describe the sarcastic language style used by Rian Fahardhi in TikTok videos. The data collection technique used is the listening method with note taking technique. The data analysis technique used in this research is content analysis technique. The results showed that Rian Fahardhi used 19 satire language styles consisting of 4 irony language styles, 6 cynicism language styles, and 9 sarcasm language styles. Satire is not only used to convey criticism and aspirations, but it can also be implemented for readers and listeners of language in various types of literary works and outside literature. By using satire, readers or listeners can pay attention to the words used more carefully in writing or speech. So that it can increase understanding and appreciation of the beauty of language and can strengthen the message to be conveyed.
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Baihaqi, Yasmika, Bambang Eko Siagiyanto, and Rahmad Adhi Pamungkas. "LEARNING STYLE IN LEARNING PRONUNCIATION OF EFL LEARNER." Premise: Journal of English Education 10, no. 1 (April 29, 2021): 78. http://dx.doi.org/10.24127/pj.v10i1.3030.
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The people usually ignore pronunciation when speaking, telling something, discussing, singing, etc. The focus of this research is to explore the learning style of an EFL learner named Kharis Fikril Muhorobin in practicing pronunciation. The design of this research is a case study in the form of qualitative research design. The objective of this research is finding the learning style of an EFL learner. This research was conducted on campus and in the informant's boarding house. The data were collected by using triangulation involving observation, interview, and documentation. The analysis of the data was conducted using descriptive analysis. The result shows that the informant focused on British pronunciation. Based on the result of data analysis, it is found that there are three strategies applied by an informant in practicing British pronunciation. Those strategies are listening and practicing English songs, watching, and listening to English movies, and reading out loud English books
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Moskovitz, Elisa M. "The Effect of Repetition on Tempo Preferences of Elementary Children." Journal of Research in Music Education 40, no. 3 (October 1992): 193–203. http://dx.doi.org/10.2307/3345681.
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The purpose of this study was to measure the effect of repeated listenings on children's preferences between selected slow and fast excerpts of art music. The sample consisted of fourth graders from a South Carolina elementary school After a pretest given to control and experimental groups, the experimental groups were exposed to repeated slow excerpts played in comparison to single presentations of different “transitory ” fast examples drawn from baroque, classical, romantic, and atonal styles. The control group duplicated this procedure with the exception that both slow and fast listening examples were always “transitory.” The proportions of control and experimental group preferences were statistically analyzed, and significant results were obtained. The experimental group exceeded the control group in its choices of slow excerpts in all style categories tested. Repetition had a positive effect on children's preferences for slow music.
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Chang, Anna C.-S., and Willy Ardian Renandya. "The multidimensional effects of extensive listening on EFL learners." Journal of Research on English and Language Learning (J-REaLL) 5, no. 1 (December 30, 2023): 1–12. http://dx.doi.org/10.33474/j-reall.v5i1.21190.
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This study investigated the multidimensional effects of extensive listening (EL) on learners’ actual language gains, selection of study materials, and practice styles. Language gains were measured through a pre- and a post-test on students’ aural vocabulary test (Listening Vocabulary Levels Test, LVLT) and general listening comprehension (TOEIC), administered before and after the intervention. Fifty-five university student participants took part in the four-month experiment; they were entirely free to select their favorite study materials online or off-line. The results showed that each student spent an average of 1,387 minutes (approximately 87 minutes per week) doing EL practice. The three most popular study materials were the following: Songs (63.64%), movies (49.09%), and talks (43.46%); materials were mainly from YouTube (74.55%), Netflix (49.09%), and other miscellaneous sources (43.63%). Their practice style was unanimously a combination of viewing and listening. From the pre-tests to the post-tests, students made significant gains in both LVLT and TOEIC, but the effect sizes were small. Some suggestions are made for implementing EL.
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Limbert, Wendy M., and Donald J. Polzella. "Effects of Music on the Perception of Paintings." Empirical Studies of the Arts 16, no. 1 (January 1998): 33–39. http://dx.doi.org/10.2190/v8bl-gbjk-tlfp-r321.
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This study tested the influence of musical style on observers' perceptions of representational and abstract paintings. Participants were thirty-six male and thirty-six female undergraduates who viewed eight paintings under one of three listening conditions: matching, non-matching, or no music. Participants rated each painting on four semantic-differential scales. Mean ratings were compared using MANOVAs. An interaction of painting style and listening condition (Wilks' lambda = .780, p < .05) showed participants' aesthetic experience of viewing the paintings was intensified when the paintings were accompanied by matching music. A main effect for music style (Wilks' lambda = .718, p < .01) showed participants thought all paintings were less active and more beautiful when accompanied by the impressionist music. There were no significant effects for gender.
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Cheon, Sung Jun, Joun Yeop Lee, Byoung Jin Choi, Hyeonseung Lee, and Nam Soo Kim. "Gated Recurrent Attention for Multi-Style Speech Synthesis." Applied Sciences 10, no. 15 (July 31, 2020): 5325. http://dx.doi.org/10.3390/app10155325.
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End-to-end neural network-based speech synthesis techniques have been developed to represent and synthesize speech in various prosodic style. Although the end-to-end techniques enable the transfer of a style with a single vector of style representation, it has been reported that the speaker similarity observed from the speech synthesized with unseen speaker-style is low. One of the reasons for this problem is that the attention mechanism in the end-to-end model is overfitted to the training data. To learn and synthesize voices of various styles, an attention mechanism that can preserve longer-term context and control the context is required. In this paper, we propose a novel attention model which employs gates to control the recurrences in the attention. To verify the proposed attention’s style modeling capability, perceptual listening tests were conducted. The experiments show that the proposed attention outperforms the location-sensitive attention in both similarity and naturalness.
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Vuvan, Dominique T., and Bryn Hughes. "Musical Style Affects the Strength of Harmonic Expectancy." Music & Science 2 (January 1, 2019): 205920431881606. http://dx.doi.org/10.1177/2059204318816066.
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Research in music perception has typically focused on common-practice music (tonal music from the Western European tradition, ca. 1750–1900) as a model of Western musical structure. However, recent research indicates that different styles within Western tonal music may follow distinct harmonic syntaxes. The current study investigated whether listeners can adapt their harmonic expectations when listening to different musical styles. In two experiments, listeners were presented with short musical excerpts that primed either rock or classical music, followed by a timbre-matched cadence. Results from both experiments indicated that listeners prefer V-I cadences over bVII-I cadences within a classical context, but that this preference is significantly diminished in a rock context. Our findings provide empirical support for the idea that different musical styles do employ different harmonic syntaxes. Furthermore, listeners are not only sensitive to these differences, but are able to adapt their expectations depending on the listening context.
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Demir, Okay, and Sad Nihat. "Investigation of the communication skills, professional seniority, school stage and gender as predictors of teachers' classroom management styles." Research in Pedagogy 11, no. 2 (2021): 661–79. http://dx.doi.org/10.5937/istrped2102661d.
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This study aimed to test the impacts of communication skills, professional seniority, school stages and gender as predictors of teachers' classroom management styles. Survey and correlation research designs were used in the research. The study group of the research consists of 209 teachers from different subject fields. Classroom Management Styles Scale and Communication Skills Scale-Adult Form were used to collect data in the study. The data obtained were mainly analyzed by multiple regression analysis. Regarding the results of the study, when the teachers' levels of classroom management style scores were examined, it was determined that the most preferred classroom management style was Authoritative style, followed by Authoritarian and Laissez-faire styles, respectively, and the least used classroom management style were Indifferent. Also, it was found that teachers' general communication skills are high. The regression analyses revealed that while Basic Skills and Self-Expression and Active Listening and Non-verbal Communication variables were significant predictors of authoritative classroom management, professional seniority was the only significant predictor of authoritatian classroom management, and Basic Skills and Self-Expression and Willingness to Communicate variables were significant predictors of Indifferent classroom management. However, none of the variables were significant predictors of Laissez-faire classroom management style.
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Annisa Padila, K.A Rahman, and Mar’atun Sholiha. "IDENTIFICATION OF ARABIC LEARNING STYLES FOR STUDENTS ON CLASS XI SCIENCE AT AL-FALAH SENIOR HIGH SCHOOL JAMBI." International Journal of Islamic Education, Research and Multiculturalism (IJIERM) 2, no. 3 (June 24, 2021): 194–201. http://dx.doi.org/10.47006/ijierm.v2i3.45.
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Abstract: This study aims to determine the learning style tendencies of XI Science class students at Al-Falah Islamic High School Jambi City. This research method is a survey with a quantitative approach. The variables in this study are learning styles which include visual, auditory and kinesthetic. The population in this study were all students of class XI science in Islamic Senor High School Islam Al-Falah Jambi City. The data collection technique uses a closed questionnaire through the application Google Form. The analysis technique used is descriptive statistics. The results showed that every student of class XI IPA Islamic Senor High School Al-Falah Jambi City has a tendency to one of the visual, auditory or kinesthetic learning styles. The majority of students have a tendency to visual learning styles with details of 88 students, as many as 43 students or 48.9% have a tendency to a visual learning style characterized by reading, while 25 students or 28.4% have a tendency to an auditory learning style characterized by listening and learning. 20 students or 22.7% of students have a tendency to the kinesthetic learning style which is characterized by having creative creativity.
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Khaerun Nisa, Rachmawati, and Reza Muhamad Zaenal. "Analysis Of Students' Mathematical Representation Ability in View of Learning Styles." Indo-MathEdu Intellectuals Journal 4, no. 2 (August 15, 2023): 99–109. http://dx.doi.org/10.54373/imeij.v4i2.119.
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Students' mathematical representation ability from the point of view of learning styles, we can see that learning styles play an important role in how students absorb mathematical information. The visual learning style involves using pictures, diagrams and other visual representations to understand math concepts. The auditory learning style involves a preference for listening to oral explanations or participating in discussions. Meanwhile, the kinesthetic learning style involves physical movement to gain an understanding of mathematics. This study aims to determine: 1) the representational ability of students who have a visual learning style, 2) the representational ability of students who have a kinesthetic learning style, 3) the representational ability of students who have an auditory learning style. In this study using descriptive qualitative research methods to determine the ability of mathematical representation which has a learning style for each student in class VII-F SMP Negeri 2 Kuningan. Data were collected through learning style questionnaires, representation ability tests and interviews with students. The results of the learning style questionnaire for the majority of students have a rich visual learning of 42%, kinesthetic 30% and auditory 28%. The results of the representation ability test showed that students with visual learning styles had high mathematical representation abilities, while the majority of students with auditory and kinesthetic learning styles were categorized as moderate. Interviews with students revealed that learning understanding can be understood by means of their learning styles. However, teachers face obstacles in choosing learning models that suit students' learning styles and need to understand individual learning needs. Students' activities in learning mathematics also still need to be improved, especially in the ability to discuss, conclude, and make summaries. Therefore, further efforts are needed to pay attention to differences in student abilities and develop appropriate strategies to increase student interaction and participation in learning mathematics.
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Idkhan, A. Muhammad, and Muhammad Maruf Idris. "Dimensions of Students Learning Styles at The University with The Kolb Learning Model." International Journal of Environment, Engineering and Education 3, no. 2 (August 31, 2021): 75–82. http://dx.doi.org/10.55151/ijeedu.v3i2.60.
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Someone will learn better if the person concerned understands his character in learning. Individuals in learning have various ways; some learn by listening, some learn by reading, and some learn by discovering. These diverse ways of learning by students are known as learning styles. Kolb's learning style is divided into four types, namely converge, assimilator, diverge, accommodator. The purpose of the study was to determine the profile of student learning styles of the Faculty of Engineering, Universitas Negeri Makassar, which is divided into 9 (nine) study programs. Samples taken with an error rate of 5 percent were 177 students. Purposive sampling is used as a sampling technique with special considerations so that it is feasible to be used as a sample. The research measures four types of learning styles, namely Active Experimentation (AE), Concrete Experience (CE), Reflective Observation (RO), and Abstract Conceptual (AC). The results showed that the accommodator learning style was more dominant in students. Of the eight majors that became the research subjects, seven tended to the accommodator learning style, and only one tended to the assimilator learning style. The accommodator learning style combines the poles of active experimentation (doing) and concrete experience (feeling). The use of learning methods following the learning style is Problem-Based Learning which involves all students in the learning process.
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Nur Fitria, Tira. "Implementation of English Language Teaching (ELT) Through Understanding Non-EFL Students’ Learning Styles." Education and Human Development Journal 8, no. 1 (April 30, 2023): 10–25. http://dx.doi.org/10.33086/ehdj.v8i1.4457.
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This research investigates the non-EFL students9 learning styles and describes how to teachEnglish with different learning styles. This research is descriptive qualitative research. The analysisshows that are six types of students9 learning styles including VAK (Visual, Auditory, and Kinesthetic),also the combinations of learning styles including visual-auditory, visual kinesthetic, and auditorykinesthetic. This also shows that students can have more than one learning style such as visual-auditory,visual-kinesthetic, and auditory-kinesthetic learning styles. Non-EFL students learning a language tendto apply a visual learning style. Students with a visual learning style more easily absorb informationfrom the sense of sight, such as through pictures/images. While students with an auditory learning styleeasily understand when processing information through the sense of hearing (listening). On the otherhand, students with a kinesthetic learning style need opportunities to be actively moving. Therefore, withunderstanding and the teacher’s knowledge of learning styles each student in the teacher’s class canimplement interesting and meaningful English learning. Understanding the learning styles may be veryhelpful for students to learn via activities in the manner in which they learn best. It will assist students tocomprehend the course material easily, so enhancing their motivation and language skills, enhancingtheir enjoyment of the learning process, reducing their stress levels, and resulting in higher performance.When the teacher understands students’ learning styles, teachers should provide interesting materials andan appropriate learning environment
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김지혜, 이경, and ryu seon suk. "Correlation between Learning Style and Listening Anxiety of Korean Learners." Urimalgeul: The Korean Language and Literature 77, no. ll (June 2018): 23–49. http://dx.doi.org/10.18628/urimal.77..201806.23.
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Mohr, Erich. "Cognitive Style and Order of Recall Effects in Dichotic Listening." Cortex 23, no. 2 (June 1987): 223–36. http://dx.doi.org/10.1016/s0010-9452(87)80033-3.
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Worthington, Debra. "Exploring the Relationship Between Listening Style and Need for Cognition." International Journal of Listening 22, no. 1 (January 11, 2008): 46–58. http://dx.doi.org/10.1080/10904010701802154.
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Worthington, Debra L. "Exploring the Relationship between Listening Style Preference and Verbal Aggressiveness." International Journal of Listening 19, no. 1 (January 2005): 3–11. http://dx.doi.org/10.1080/10904018.2005.10499069.
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Zarrabi, Fatemeh. "Investigating the Relationship between Learning Style and Metacognitive Listening Awareness." International Journal of Listening 34, no. 1 (March 8, 2017): 21–33. http://dx.doi.org/10.1080/10904018.2016.1276458.
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Darmawani, Evia, and Ahmad Rofi Suryahadikusumah. "LEARNING STYLES PROFILE AND THEIR IMPACT ON LEARNING BEHAVIOR OF ISLAMIC GUIDANCE AND COUNSELING STUDENTS DURING PANDEMIC." Psikis : Jurnal Psikologi Islami 8, no. 2 (December 27, 2022): 203–8. http://dx.doi.org/10.19109/psikis.v8i2.14082.
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Online learning has followed the learner's modality/learning style. In the context of educational psychology, learning styles have to do with the uniqueness or differences of individuals in learning. Problems that occur when the learning process is not following the learning style are emotional problems, self-efficacy, motivation, etc. This descriptive study aimed to generate a profile of learning styles on research samples, platforms that were often used during online learning, as the trend of learning activities of the samples. Thus, researchers could analyze the relationship between those three variables. The study population and sample were 120 guidance and counseling study program students in the 6th semester. This research used questionnaires as research instruments. The results showed that online learning during the pandemic was not following student learning styles in Islamic guidance and counseling programs, so it had an impact on students’ burnout and learning procrastination. Kinesthetic learning style was the learning style that most respondents had (49.17%). Meanwhile, the learning activity that was often carried out was listening through Zoom meetings. This mismatch had an impact on student interaction, engagement, interests, and motivation. Guidance and counseling courses could emphasize project-based learning activities using the TPACK model. Thus, students could conduct experiments collaboratively with diverse learning styles.