TEACHING AND LEARNING STYLES IN HIGHER EDUCATION: ENGLISH LANGUAGE PEDAGOGY
Main Article Content
Abstract
A documentary review was conducted on the production and publication of research papers related to studying the variables of Learning Styles and Pedagogy in English. The purpose of the bibliometric analysis proposed in this document was to know the main characteristics of the volume of publications registered in the Scopus database during the period 2017-2022 and to identify the current situation in Ecuadorian institutions regarding the study of the variables above, achieving the identification of 34 publications in total. The information provided by the said platform was organized through graphs and figures, categorizing the information by Year of Publication, Country of Origin, Area of Knowledge and Type of Publication. Once these characteristics were described, a qualitative analysis was used to refer to the position of different authors on the proposed topic. Among the main findings of this research, it is found that the United States, with 6 publications, was the country with the highest scientific production registered in the name of authors affiliated with institutions of that country. The Area of Knowledge that made the greatest contribution to the construction of bibliographic material referring to the study of Teaching and Learning Styles in Higher Education for Pedagogy in English was Social Sciences, with 30 published documents. The Type of Publication that was most used during the period mentioned above was the Journal Article, representing 62% of the total scientific production.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
Capper, K. (2022). Pedagogía culturalmente relevante en el currículo de inglés. estados unidos.
Li, Q. (., Wu, R. (., & Ng, Y. (2022). Desarrollo de estrategias culturalmente efectivas para la traducción del geoturismo del chino al inglés mediante análisis de traducción interdisciplinario basado en corpus. australia.
Philominraj, A., Ranjan, R., Saavedra, R. A., & Urzúa, C. A. (2022). El papel de la familia y su desafiante compromiso con el aprendizaje del idioma inglés: una revisión sistemática. chile.
Williams, Y. (2021). Enseñanza culturalmente receptiva e inclusión para estudiantes en línea con excepcionalidades y otras necesidades. estados unidos .
Al Maawali, W. S. (2022). Experiential writing through connectivism learning theory: A case study of english language students in oman higher education. Reflective Practice, 23(3), 305-318. doi:10.1080/14623943.2021.2021167
Aldaco-Arias, S. M., & Silas-Casillas, J. C. (2021). Compuabuelitos/Technogrands: An intergenerational experience based on pierre Faure’s pedagogy. International Review of Education, 67(4), 451-474. doi:10.1007/s11159-021-09906-w
Alipio, C. P. (2019). The impact of socio-demographic profile and english performance of grade 7 students to mathematics performance. Asian EFL Journal, 23(3), 228-242. Retrieved from www.scopus.com
Al-Shehari, K., & Almanna, A. (2022). Collaborative translation of wikipedia: With whom do trainee translators collaborate and for what purpose? Interpreter and Translator Trainer, 16(4), 448-464. doi:10.1080/1750399X.2022.2036937
Basu, A. (2021). Digital english language laboratory: Roles, challenges and scopes for the future development in india doi:10.1007/978-981-15-8744-3_8 Retrieved from www.scopus.com
Cai, J. (2020). How do chinese novice academic writers approach tasks in a genre-based classroom? a case study of genre knowledge uptake. Asian ESP Journal, 16, 250-276. Retrieved from www.scopus.com
Capper, K. (2022). Culturally relevant pedagogy in the english curriculum. Journal of Education, 202(4), 397-405. doi:10.1177/0022057421991856
Carey, M. D., Davidow, S., & Williams, P. (2022). Re-imagining narrative writing and assessment: A post-NAPLAN craft-based rubric for creative writing. Australian Journal of Language and Literacy, 45(1), 33-48. doi:10.1007/s44020-022-00004-4
Caspary, M., & Boothe, D. (2017). Assessment of EFL through the process of problem-based learning doi:10.1007/978-3-319-32601-6_7 Retrieved from www.scopus.com
Chen, X., Dewaele, J. -., & Zhang, T. (2022). Sustainable development of EFL/ESL learners’ willingness to communicate: The effects of teachers and teaching styles. Sustainability (Switzerland), 14(1) doi:10.3390/su14010396
Clark, T., & Yu, G. (2022). The pedagogical remit of test preparation: The case of writing acquisition on an IELTS course. Applied Linguistics Review, doi:10.1515/applirev-2021-0164
Dos Santos, L. M. (2018). The cultural cognitive development of personal beliefs and classroom behaviours of adult language instructors: A qualitative inquiry. Brain Sciences, 8(12) doi:10.3390/brainsci8120220
Evans, C., Waring, M., & Christodoulou, A. (2017). Building teachers’ research literacy: Integrating practice and research. Research Papers in Education, 32(4), 403-423. doi:10.1080/02671522.2017.1322357
Gosálbez-Carpena, P. A., García-Martínez, S., García-Jaén, M., Østerlie, O., & Ferriz-Valero, A. (2022). METHODOLOGICAL APPLICATION FLIPPED CLASSROOM IN THE NON-UNIVERSITY STUDENTS OF PHYSICAL EDUCATION: A SYSTEMATIC REVIEW. [APLICACIÓN METODOLÓGICA FLIPPED CLASSROOM Y EDUCACIÓN FÍSICA EN ENSEÑANZA NO UNIVERSITARIA: UNA REVISIÓN SISTEMÁTICA] Journal of Sport and Health Research, 14(2), 171-186. Retrieved from www.scopus.com
Guo, M. S. (2017). Investigating the effect of the flipped classroom using E-learning on language proficiency, learner’s autonomy, and class participation of english language learners. Paper presented at the Proceedings - IEEE 17th International Conference on Advanced Learning Technologies, ICALT 2017, 346-350. doi:10.1109/ICALT.2017.60 Retrieved from www.scopus.com
Hawk, B., & Stuart, G. (2018). English composition as a sonic practice. The routledge handbook of digital writing and rhetoric (pp. 38-47) doi:10.4324/9781315518497 Retrieved from www.scopus.com
Ho, S. -., Hsieh, S. -., Sun, P. -., & Chen, C. -. (2017). To activate english learning: Listen and speak in real life context with an AR featured u-learning system. Educational Technology and Society, 20(2), 176-187. Retrieved from www.scopus.com
Hoshina, Y., Yada, K., Maki, H., Yoshino, T., Takaiso, H., & Akaike, M. (2022). Medical english education in japan: Developing a curriculum to motivate students by providing visualization opportunities using near-peer teaching. Journal of Medical Investigation, 69(3.4), 332-334. doi:10.2152/jmi.69.332
Jayendran, N., Ramanathan, A., & Nagpal, S. (2021). Language education: Teaching english in india. Language education: Teaching english in india (pp. 1-232) doi:10.4324/9781003054368 Retrieved from www.scopus.com
Jeong, H., & Eggleston, L. (2021). Reflections on co-teaching and collaboration: Communication, flexibility, and congruence. Effective teacher collaboration for english language learners: Cross-curricular insights from K-12 settings (pp. 42-61) doi:10.4324/9781003058311-6 Retrieved from www.scopus.com
Kavenuke, P. S., & Muthanna, A. (2021). Teacher educators’ perceptions and challenges of using critical pedagogy: A case study of higher teacher education in tanzania. Journal of University Teaching and Learning Practice, 18(4) Retrieved from www.scopus.com
Kogan, M., Kopylovskaya, M., Gavrilova, A., & Vdovina, E. (2022). Technology-enhanced instruction into extensive L2 academic reading for specific purposes within the ESP/ESAP course for postgraduate language pedagogy students doi:10.1007/978-3-031-22131-6_26 Retrieved from www.scopus.com
Kunioshi, N., Noguchi, J., & Tojo, K. (2019). Evidence of cultural differences between american and japanese mainstream science and engineering contexts from analysis of classroom discourse. European Journal of Engineering Education, 44(4), 535-544. doi:10.1080/03043797.2018.1428531
Łącka-Badura, J. (2021). Acquiring business knowledge through business english reading materials: Pre-experience students’ perspective. Language Learning in Higher Education, 11(2), 433-451. doi:10.1515/cercles-2021-2030
Lefroy, R. (2018). Creating links across the arts: How an art museum experience can be used to teach about the construction of meaning in texts. English in Education, 52(2), 147-159. doi:10.1080/04250494.2018.1438120
Li, Q. J., Wu, R. R., & Ng, Y. (2022). Developing culturally effective strategies for chinese to english geotourism translation by corpus-based interdisciplinary translation analysis. Geoheritage, 14(1) doi:10.1007/s12371-021-00616-1
Marunda-Piki, C. J. (2018). The impact of narrative-based learning in classroom. Research in Drama Education, 23(1), 107-113. doi:10.1080/13569783.2017.1399055
McDonald, E. W., Boulton, J. L., & Davis, J. L. (2018). E-learning and nursing assessment skills and knowledge – an integrative review. Nurse Education Today, 66, 166-174. doi:10.1016/j.nedt.2018.03.011
Nakata, Y. (2020). Promoting self-regulation in low achievers: A case study of japanese university EFL students. International Journal of Applied Linguistics (United Kingdom), 30(1), 110-126. doi:10.1111/ijal.12269
Onder-Ozdemir, N., & Pun, J. (2020). The development of a needs-based curriculum to teach medical english. Asian ESP Journal, 16, 303-328. Retrieved from www.scopus.com
Philominraj, A., Ranjan, R., Saavedra, R. A., & Urzúa, C. A. C. (2022). Family’s role and their challenging commitment to english language learning - A systematic review. Journal of Language and Education, 8(1), 216-230. doi:10.17323/jle.2022.12680
Polyakova, O. V., Sungatullina, D. D., & N. Gorelova, Y. (2022). The challenge of providing english language programmes: How to equip academics with better EMI understanding. Res Militaris, 12(2), 2673-2683. Retrieved from www.scopus.com
Shorey, S., Chan, V., Rajendran, P., & Ang, E. (2021). Learning styles, preferences and needs of generation Z healthcare students: Scoping review. Nurse Education in Practice, 57 doi:10.1016/j.nepr.2021.103247
Williams, Y. (2021). Culturally responsive teaching and inclusion for online students with exceptionalities and other needs. Research anthology on inclusive practices for educators and administrators in special education (pp. 415-429) doi:10.4018/978-1-6684-3670-7.ch023 Retrieved from www.scopus.com