A Case Study Of Vocational School Students' Learning Style And Their Self-regulated English Learning

With the increased enrollment of senior high schools and universities in recent years, the quality of the vocational students drops unceasingly. Most students lack in interest in learning English, they don't have the right attitude in learning English, and have not proper learning methods. This situation has seriously affected our English teaching and brought new challenges to our English teaching, At the same time, it is not conducive to the future of the students to continue their education and development. If we still teach English with the previous patterns and teaching methods without any guidance and training in their English learning strategies, the students will feel tired and be more passive in English learning, which will influence the study effect and form a vicious cycle. We should focus on not only teaching basic knowledge and basic skills, but also training their English learning strategies. Only in this way can they improve their English learning capability which is more independent, initiative and effective, in particular, the students will build a solid foundation and make it easier to continue their further education.This paper firstly elaborates on the essence of the learning style and the self-regulated learning concerning their theoretical origins and the related researches, then take Wuhan No. 3 Vocational Education Centre as a case to carry on the investigation on the learning style and the self-regulated learning of the students in a vocational school.All the participants completed the Kolb Learning Style Inventory and the Self-Regulated Learning Scale. Data obtained in this study was analyzed by applying descriptive statistics.After analysis, we find vocational school students are concrete and reflective; Regarding to students in different grades, there are no significant differences; Female students tend to score higher on the Concrete Experience orientation while male students tend to Abstract Conceptualization. No consistent differences between female students and male students have been identified on the active/reflective dimension; Senior high school students tend to regulate on the areas of cognition, motivation /affect, behavior, and context; The senior school students of the second grade and third grade would regulate on the areas of cognition, behavior, and context more than the first grade; Female students tend to regulate on the areas of behavior and context than male students.In view of the above results and with the consideration of the actual situation, the paper gives some suggestions which may be helpful for our vocational school teachers.