Blended Learning: Associating Types Of Learners' Learning Styles With Their Preferred In-person And Online Learning Activities

Résumé: The current study attempts to investigate the relation between types of learners’ learning styles and their language learning activity preferences in Blended Learning settings. Furthermore, it attempts to cluster the sample of students according to their VARK learning styles. Accordingly, within the context of this study, three research questions are raised: (1) Using the VARK Model, how do students cluster in terms of their learning styles? (2) Is there an association between the preferred blended learning activity and learning style cluster to which learners belong? (3) What is the students’ preferred type of instruction? It is hypothesised that there is a significant association between the learners’ learning style clusters and their learning activity preferences. The sample was subjected to a cluster analysis based on their answers to a learning styles scale using the VARK model. The analysis was run using SPSS. Following the identification of the clusters, a series of Chi-square tests were conducted to ascertain any potential associations between the preferred blended learning activities and the clusters representing learners' learning styles. In an attempt to answer the research questions, a questionnaire was administered to a hundred Master 1 English as a Foreign Language students at Mila University Centre. The questionnaire includes an adapted version of the VARK scale, among other questions aimed at answering the research questions. The major research findings reveal that students manifest the four learning style types to differing degrees. Additionally, no statistically significant relationship was found between the preferred blended learning activity and learning style cluster. Furthermore, it was revealed that students preferred in-person instruction over online and blended instruction. Other results are further discussed. ventually, the research work offers some recommendations for pedagogy and future research.

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