The CATESOL Journal

This study investigates the learning style preferences of Armenian, Hmong, Korean, Mexican, and Vietnamese English learners (ELs) in secondary schools. Measures used include a multivariate analysis of variance (MANOVA) and post hoc multiple comparisons of means tests (Scheffé tests) for statistical analyses. A sample of 857 cases collected from 20 high schools in California found significant ethnic group differences as well as achievement level differences in basic learning style preferences. ELs in this study favored a variety of instructional strategies. They exhibited either major or minor preferences for all four basic perceptual learning styles but significant ethnic group differences in preferences for group and individual learning. All students exhibited either major or minor preferences for kinesthetic or tactile learning. Hmong, Mexican, and Vietnamese ELs preferred group learning while Armenian and Korean ELs did not. However, all five ethnic groups (Armenian, Hmong, Korean, Mexican, and Vietnamese) showed either major or minor preferences for visual learning. In addition, middle and high achievers were more visual than low achievers; high and middle achievers preferred individual learning but low achievers did not; and newcomers exhibited much greater preference for individual learning than those who had been longer in the U.S.