Abstract:
The purpose of this study was to explore students‟ awareness and teachers‟ consideration
of perceptual learning style preferences in English classrooms. To conduct the study,
descriptive survey deign was used. And both quantitative and qualitative data gathering
method was applied. The study was carried out in Hadiya Zone Hossana Town
Administration. Among eleven secondary schools of Hossana Town Administration, four
secondary schools were selected by using simple random sampling technique.
Comprehensive sampling technique was employed to take all grade 10 English language
teachers from the selected schools. The main instruments of data collection were
questionnaire and observation. Accordingly, a questionnaire was administered to 200
randomly selected grade 10 students from the four secondary schools. And the
observation of teachers was substantiated by an interview. Then, the data were analyzed
using percentage and overall mean of each preferences. The finding of the study revealed
that there is lack of students‟ awareness of their perceptual learning style preferences with
the exception of visual learners, and English Language teachers, except teachers who
considered auditory learners, did not have clear consideration about their students‟
perceptual learning style preferences as well. Finally, the recommendations were
forwarded based on the findings. To control their own learning, students need to be aware
of their perceptual learning style preferences, and to meet the need of individuals‟
learning preferences, English Language teachers need to survey and identify their
students‟ perceptual learning style preferences first; were some of the recommendations
from the findings. So as to reduce and gradually solve the problems encountered in
effective implementation of varying instructional methods of teachers based on the
students‟ preferred needs of perceptual learning style preferences, English Language
teachers need to make their students to have an awareness of perceptual learning style
preferences specifically.
