1. PREFERENCES OF
VOCATIONAL EDUCATION
STUDENTS AT TRAT
TECHNICAL COLLEGE
A THESIS PROPOSAL SUBMITTED IN
PARTIAL FULFILLMENT
OF THE REQUIREMENT FOR THE DEGREE OF
MASTER OF ART IN APPLIED LINGUISTICS
(ENGLISH FOR SCIENCE AND TECHNOLOGY)
KING MONGKUT’S INSTITUTE OF
TECHNOLOGY LADKRABANG
Presented by
Mr.Nattawut Matluang,
53631521

2. STYLE PREFERENCES OF
VOCATIONAL EDUCATON
STUDENTS AT TRAT
TECHNICAL COLLEGE

INTRODUCTION
 LITERATURE
REVIEW

METHODOLOG
Y

3. INTRODUCTION
Statement and Significance of
the Problems the
Objectives of
Study
Research

Questions
Scopes or
study
Rationale
Limitation of the
of the
Study
Definitions of Terms Used
Anticipated
Outcomes


4. LITERATURE REVIEW
Curriculum for the Diploma of
Vocational Education

Definition of Learning Styles
 Fundamentals of Learning
Styles
Learning Style Categories


Related Researches

5. METHODOLOGY

Population and Sample

Instrument
Validity and Reliability of the
Questionnaire
 Data Analysis and Statistical
Procedures


6. INTRODUCTION
Statement and Significance of the
 English is oneProblems
of the world
significant languages (Hou
2009). is official language in more
English
than 50 countries (CIA 2012)
 Educational Improvement in the
2nd Decade of Education Reform
(2011-2018)
Government’s Educational Policy in
Student-Centered Learning

7. INTRODUCTION (Cont.)
Important component of learning
style theory.
 Need of investigating the learning
style differences.
 Different teaching-learning
atmospheres from my 7-year
experience in 2 technical colleges.
Lack of understanding in the nature

of students' perceptual learning style
preferences.

8. Objectives of the Study
To investigate the perceptual
learning style preferences of
vocational education students in 10
programs at Trat Technical College.
 To compare the perceptual learning
style preferences of vocational
education students from different
programs and genders at Trat
Technical College.


9. Research Questions
What are the perceptual learning
style preferences of vocational
education students in 10 programs at
Trat Technical College?
 Are there any differences between
the perceptual learning style
preferences of vocational education
students from different programs and
genders?


10. Scopes or Limitation of the
study
Focus on investigating the
perceptual learning style preferences
of the second-year vocational
education students in diploma who
will enroll in Developing Skills for
Englishself-report questionnaire ofstthe
 Use a Communication 2 in the 1
semester (2012) in 10 programs.
Perceptual Learning Style Preference
Survey (PLSPS) Reid (1987) to
identify students' perceptual learning


11. Rationale of the Study
Sub-Committees on Leaning Reform
of Thai National Education
Commission & Thai Ministry of
Education changed teacher centeredness to learner-centeredness
Teaching-learning process shall aim
( Phungphol 2005).
at learners' best development of own

pace and potentiality (NEA 1999).
 Teachers' role is to adapt the idea of
the learners-centered approach
(Nunan 1988; Rost & Ross 1991).

12. Rationale of the Study
(Cont.)
Student should be aware of their
learning styles which teachers need to
guarantee this (Pask 1977).
 Learning styles theory has been utilized
extensively in education research
studies (Kinsella 1993; Oxford 1995;
Oxford & Nam 1998; Reid 1995, 1998;
Rossi-Le 1995; Stebbins 1995).


13. Rationale of the Study
(Cont.)
Many researchers studied on learning
styles; Claxton and Marrell (1987),
Chang (2003), Hsu (2007), Reid (1987)
 Some researchers focused on learning
etc.
styles in Thailand, Nimmanpisood
(1992), Buranarek (2002), Simsek
(2005), Boonsuk (2008), Banbang
 No research have emphasized on
(2010) etc.
diploma students' perceptual learning
style preferences in Thailand.


14. Definitions of Terms Used
Learning Styles: Internally based
characteristics that are the basis for
the intake and understanding of new
information.a Foreign Language
English as

(EFL): The role of English in countries
where it is taught as a subject in
 Vocational Education Students: The
schools
2nd year students in Diploma of
Vocational Education in 10 programs
who will enroll in Developing Skills for

15. Definitions of Terms Used
(Cont.)

Perceptual Learning Styles
1) Visual Style: Tendency to learn more
effectively through visual perception.
2) Auditory Style: Tendency to learn more
effectively through auditory perception.
3) Kinesthetic Style: Tendency to learn more
effectively through whole-body movement.

16. Definitions of Terms Used
(Cont.)
Perceptual Learning Styles
(Cont.)
4) Tactile Style: Tendency to learn more

effectively through touch and hand-on
activity. Style: Tendency to learn more
5) Group
effectively through working with others.
6) Individual Style: Tendency to learn more
effectively through working alone.

17. Anticipated Outcomes
Students in learning more
effectively, easier, and more
enjoyable.

Teachers in selecting the appropriate
teaching approaches, styles, and
materials to maximize student learning


18. LITERATURE REVIEW
Curriculum for the Diploma of
Principles
Vocational Education
skilled workers
occupational competencies
an opportunity for the business
 Objectives
sector
to produce and develop skilled
workers with knowledge, vocational
skills, morals, ethics, disciplines,
attitude, personality, and

19. Curriculum for the Diploma of
Vocational Education
 Implementation
Learning-Teaching
enroll in any modes of learning
offered
emphasizes
Time Duration real practice
2 years for a vocational certificate
3 years for upper secondary
education certificates


20. Curriculum for the Diploma of
Vocational Education
Credits
Structure
Project
On-the-job Training
Qualifications
Evaluation
Extracurricular Activities
Graduation

21. Definition of Learning
Styles
Learning
styles qualified as cognitive,
affective, and psychological behavior
which show how learner perceive,
interact with, and respond to the
learning environment (NASSP 1979).
 Learning styles refer to “stable,
pervasive characteristics of individual,
expressed through the interaction of
one's behaviors and personality as one
approaches a learning task” (Reid

22. Definition of Learning
Styles
Cornett
1983
Zapalsk
a 2007
Dunn&G
riggs
1988
P.Smith
& Dalton
2005
Cottrell
2001
Yannnib
elli et
Briggs
2000
Loo
2002
Johnson
&
Orwig
1998
wikiped
ia
Godoy&
Amandi
2006
Smith
2002

23. Fundamentals of Learning
Styles
learning
style and learning strengths
and weaknesses
wide continuums
 be value-neutral
 be encouraged to “stretch”
learning styles
strategies
awareness of their learning strengths
and weaknesses


24. Learning Style Categories
Reid (1995) re fe rs le a rning s ty le s to a n
ind ivid ua
Affectiv
Cognitiv l's na tura l, ha bitua l a nd
Sensory
p re fe rre d wa y (s ) o f a bs o rbing ,
e/
e
Cognitive Learningre ta ining ne w
p ro c e s s ing , a nd Styles
tempera
Field Independent and Field
info rm a tio n a nd s kills .
ment
Dependent Learning Style
Analytic and Global Learning Styles
Reflective and Impulsive Learning
Styles
Kolb Experiential Learning Model

25. Learning Style Categories
Sensory
Learning Styles
Perceptual Learning Styles
Affective
or Temperament Learning
Styles
Myers-Briggs Type Indicator (MBTI)
Tolerance of Ambiguity Styles
Right and Left Brained Learning Styles

26. Cognitive
Learning Styles
Elementary school children (Peck
1995)
Child (Schmeck 1988)
Affective or Temperament Learning
Styles
Native English Speaker (NES) writing
classes (Jensen and DiTiberio 1984,
Sensory Learning Styles
1989)
ESL adult immigrations (Rossi-Le
1989)
Significant culture differences (Reid

27. Advantages of Perceptual Learning
Preferences Survey
students can easily tabulate their own
results and enjoy the immediate
Cognitive Learning
Children
Styles gratification (Kinsella 1994)
Affective
or
Native English Speak
Temperament
Learning Styles
Sensory Learning
ESL adult & Asian stude
Styles

28. Related Researches
International Related
Researches
Willing (1988) conducted a research
with respect to the learning styles in
adult migrant education
Impossible for statistically valid
cross-comparisons
Considered individual characteristics
separately
cultural differences with respect


29. Related Researches
International Related
Researches
Reid (1987) conducted a research
with respect to the learning style
preferences of ESL learners.
ESL learners strongly preferred
kinesthetic and tactile learning styles
most groups showed a negative
preference for group learning


30. Related Researches
International Related
Researches
Stebbins (1995) replicated Reid’s
(1987) study to obtain more
information about the similarities and
differences in learning styles between
ESL learners and Native English
Speakers (NESs).
results paralleled with Reid’s results
Kinesthetic and tactile learning
styles were strongly preferred by


31. Related Researches
Domestic Related
Researches
Banbang (2010) investigated 232
undergraduate students
Engineering students preferred
visual learning styles the most
Applied Science students preferred
kinesthetic learning styles the most


32. Related Researches
Domestic Related
Researches
Boonsuk (2008) surveyed 433
Pondok schools students
Most students preferred the group
Simsek (2005) explored 134
learning styles students
secondary school

Most students preferred kinesthetic
Singhasiri et al. (2004), W
atanasin
style
(2004), Sattacomkul (1992)


33. Vocational
Education
Buranarek (2002), Tepsatit (1998),
Nimmanpisut (1992)
Certif
icate
YES
Diplo
ma
NO

34. METHODOLOGY
Population and Sample
438
diploma students who are
learning English as a foreign language
at Trat
Sample Technical College
171
second-year diploma students
who will enroll in Developing Skills for
English Communication 2 in the 1st
semester (2012) in 10 programs

35. 
Table 1: Population
Genders
No.
Programs
Male
Construction
1
Building
Technology
2
Mechanical Technology
46
46
3
Electrical
Technology
16
16
4
Electronics Technology
16
16
5
Metal Work Technology
2
2
6
Production Technology
13
13
7
Business Computer
9
14
23
8
Information Technology
9
2
11
9
Marketing
1
4
5
10
Accounting
1
13
14
Power
14
Tota
l
Female
1
15

36. Instru
ment
ual
ivid hic
ind rap
og ion
dem mat
for
in
PLSPQ
Questionn
aires
PLS
P
Q
is currently widespread with
educators and have found in many
educational researches (Boonsuk
Questionnaire will be adopted from
2008).
Reid (1987, 1998) and translated into
Thai language utilizing from Simsek

37. Validity and reliability of the
questionnaire
A Draft
Questionnairep
roo
d to dvisor
by fread
te
mi t
co l
ha
b
u
rc
lea
sea
gue
e re
h
s

a pilot questionnaire

38. Data Analysis and Statistical
Procedures
Descriptive statistics

through SPSS
Arithmetic
Mean and Standard
Deviation
levels of use of language learning
Independent Sample T-test
styles
the perceptual learning style
preferences of students from
different programs and genders.
significant difference between males

39. Item
1
When the teacher tells me the instruction, I
understand better.
เมื่อครูผู้สอนอธิบายถึงคำาสั่งเพิ่มเติม ฉันรู้สึกว่าเข้าใจ
ดียิ่งขึ้น
2
I prefer to learn by doing something in class.
ฉันชอบที่จะเรียนในห้องโดยการลงมือปฏิบัติมากกว่า
3
I get more work done when I work with others.
ฉันทำางานในห้องเรียนได้มากขึ้น เมื่อมีเพื่อนร่วมห้อง
ร่วมทำาด้วย
4
I learn more when I study with a group
ฉันเรียนรู้ได้มากขึ้น เมื่อเรียนเป็นกลุ่ม
5
In class, I learn best when I work with
others.
ในห้องเรียน ฉันจะเรียนรู้ได้ดีทสุดเมื่อมีเพื่อนร่วมชัน
ี่
้
เรียนด้วย
6
I learn better by reading what the teacher writes
on the blackboard.
ฉันรู้สึกว่าฉันเรียนได้ดขึ้นเมื่ออ่านข้อความที่ครูเขียน
ี
บนกระดาน
7
When someone tells me how to do something in
class, I learn it better.
เมื่อต้องการจะทำาอะไรซักอย่าง ฉันรู้สึกว่าฉันเรียนรู้
ได้ดีขึ้น เมื่อมีคนบอกถึงวิธีการในทำา
8
When I do things in class, I learn better.
S A U D S
A
D

40. Item
11
I learn more when I can make a model of
something.
ฉันเรียนรู้ได้มาก ถ้าฉันสร้างแบบจำาลองจากสิ่งที่ฉน
ั
เรียนได้
12
I understand better when I read instructions.
ฉันเข้าใจได้ดี เมื่ออ่านคำาสั่งหรือข้อความต่างๆ
13
When I study alone, I remember things better.
ฉันจำาสิ่งต่างๆ ได้ดีเมื่อเรียนคนเดียว
14
I learn more when I make something for a class
project.
ฉันเรียนรู้ได้มากขึ้นเมื่อมีการทำาโครงงานเกี่ยวกับเรื่อง
ที่เรียน
15
I enjoy learning in class by doing experiments.
ฉันรู้สึกสนุกกับการเรียนที่มีการทดลอง
16
I learn better when I make drawings as I study.
ฉันสามารถเรียนรู้ได้ดีขึ้นเมื่อมีการวาดภาพประกอบ
เกี่ยวกับสิ่งที่ฉนเรียน
ั
17
I learn better in class when the teacher gives a
lecture.
ฉันเรียนรู้ในห้องได้ดีขึ้นเมื่อได้ฟังครูพูดในห้อง
18
When I work alone, I learn better.
ฉันเรียนได้ดีขึ้นเมื่ออยู่คนเดียว
I understand things better in class when I
S A U D S
A
D

41. Item
21
I enjoy working on an assignment with two or
three classmates.
ฉันรู้สึกสนุกเมื่อทำาแบบฝึกหัดร่วมกับเพื่อนใน
ห้องเรียน
22
When I build something, I remember what I
have learned better.
เมื่อฉันสร้างอะไรซักอย่าง ฉันจะจำาวิธีการทำาได้ดีมาก
23
I prefer to study with others.
ฉันชอบที่จะเรียนร่วมกับคนอื่น
24
I learn better by reading than by listening to
someone.
ฉันเรียนรู้ได้ดีจากการอ่านมากกว่าการฟังคนอื่นพูด
25
I enjoy making something for a class project.
ฉันจะรู้สึกสนุกทุกครั้งเมื่อต้องทำาโครงงานเกี่ยวกับ
เรื่องที่เรียน
26
I learn best in class when I can participate in
related activities.
ฉันจะเรียนได้ดีที่สุดถ้าฉันได้มีส่วนร่วมกับกิจกรรมที่
เกี่ยวกับสิ่งที่เรียน
27
In class, I work better when I work alone.
ในห้องเรียน ฉันจะทำางานคนเดียวได้ดกว่า
ี
S A U D S
A
D