Integrating Learning Styles with CALL

This week’s reading “Classroom Practice: Enhancing and Extending Learning Styles Through Computers” by Karen Yeok-Hwa Ngeow looks at integrating language learning styles and strategy training into the CALL classroom. The purpose is to help students become more “mindful” in how they learn and to also share and learn about various strategies with their peers (Ngeow, 1999, pg. 303). The article proposes three “complementary” principles on integrating style and strategy training and technology: 1) “Learners who are more conscious of their learning styles make better use of learning opportunities”, 2) “Learners learn better when they are provided with learning opportunities that enhance and extend their learning preferences” and 3) “Learners work better with new learning styles when they are given guided opportunities to practice them. (Ngeow, 1999, pp. 302-303).” These principles are straightforward and make sense regarding any type of learning or instruction. I think the main ideas are to increase a students’ metacognitive awareness and to individualize instruction as much as possible to improve language learning success.

Among various student activities using computers, Ngeow also mentions the benefits of using computers to organizing student work and for teacher information management (Ngeow, 1999, pg. 303). Some ways of increasing a student’s awareness of how they learn is through creating learner profiles through learning style questionnaires or indicators found on the internet and by using various computer based information organizers (Ngeow, 1999, pg. 304). These activities provide an opportunity for other group activities or projects. Similar to learning styles/preferences is Gardner’s Mulitple Intelligence (MI) Theory; Ngeow provides an example of a CALL activity aimed at bringing more awareness to one’s MI (Ngeow, 1999, pp. 306-307). She also provides example activities for integrating awareness and sharing of learning styles with thematic activities such as theme-based projects and cooperative activities such as role-plays (Ngeow, 1999, pp 310 – 311).

I think considering one’s learning style/preference is important in order to individualize instruction and enhance metacognition. However, I feel the key is to ensure that you include a wide range of activities for your students so that you meet their varying needs. I don’t think it is safe to assume that a student only has only one learning style and that it is static. Instead, I think we should try to capture a variety of styles and preferences by varying instruction and activities. Furthermore, I feel it is important to expose students to all the different styles. One beneficial part of Ngeow’s article is the chart she presents which compares the type of learner, their likes and the computer programs from which they would benefit (Ngeow, 1999, pg. 308). Furthermore, I like how she addresses the need for students to share and learn from others when using various learning styles and strategies and how they can be grouped together in order to contribute their strengths (Ngeow, 1999, pg. 302 & 312).

Ngeow, K. (1999). “Classroom Practice: Enhancing and Extending Learning Styles
Through Computers.” In J. Egbert & E. Hanson-Smith (Eds.), CALL
Environments: Research, Practice and Critical Issues (pp.302-314). Alexandria,
VA: TESOL