Adult learning styles and cultural background: A comparison of the learning style preferences of American teachers of English as a second language and Chinese teachers of English as a foreign language

The main purpose of this study was to compare the learning style preferences of American teachers of English as a second language (ESL) and of Chinese teachers of English as a foreign language (EFL) in order to determine if cultural background is a significant factor in the distribution of learning style preferences in adults. Both groups were engaged in the same career and shared the same academic specialty.; The study was based on David Kolb's experiential learning theory which defines learning as a transformational process beginning with a concrete experience which is situated in one's knowledge base through reflection. A concept or theory about the experience is then developed which can be actively tested and added to the knowledge base to provide more insight to reflect on the next experience. Kolb's Learning Style Inventory distributes learners among four quadrants depending on their self-identified preference for concrete observation or active experimentation.; The data showed that there were no significant differences between the learning style preferences of American ESL teachers and Chinese EFL teachers. The largest number of teachers in both groups were divergers although there was no strongly predominant style within the American group. These results did not agree with Kolb's data that identifies accommodator as the predominant style for educators. On the other hand, Kolb places English and languages as academic fields in the diverger quadrant. The present study indicates that academic field of study seems to be a major determinant of adult learning styles.; The findings suggest that adults from different cultural backgrounds approach learning in a similar fashion and that academic area of specialization is a more significant determinant of learning style preferences than culture. This research should be replicated with EFL teachers from another cultural background in order to confirm the major findings of the study. It is further suggested that teachers of different disciplines be surveyed and their learning style preferences identified to further establish the relative role of academic specialty versus career choice on adult learning style.