Visual Auditory Kinesthetic Learning Style

Another approach that supports the use of bodily-kinesthethic and visual-spatial intelligences is Fleming’s Visual Auditory Kinesthetic (VAK) Learning Styles. Fleming postulates that most people have a preferred way of acquiring knowledge, either visual, auditory or kinesthetic. Like the multiple intelligences, some learners use a mixture of these learning styles (Ahmadi and Gilakjani, 2011). Visual learners acquire new information through seeing. They need to construct meaningful mental illustration to keep data. Kinesthetic learners study best through body movement and they remember and process information through interacting with the space around them.

With the principles of VAK, improving vocabulary retention of learners can be done

The K-12 Curriculum Guide in English stipulated the principles of an effective language arts and multiliteracies curriculum. One of these is it draws on informational texts and multimedia in order to build vocabulary and strong content knowledge. It is in this light that all of the words covered in the experiment were taken from the required literary texts in Grade 7 English. With this, the learners were helped in adding their vocabulary which in turn they used in understanding the texts that were required to read. This followed the integration language teaching

This defines the roles of the teacher and the learners in the learning process which states that the learners will be the focus of the teaching-learning process. The teacher’s role is to facilitate learning by utilizing the interests and unique abilities of learners to reach a goal. On the other hand, the learners’ role is an active participant rather than a passive one. This means that the learner will be involved in tasks that will help him reach the goal of learning. In this study, the instruction followed the criterial tasks of the K-12 Curriculum. The teacher was a facilitator guiding the learners to arrive at the meaning of a difficult word. While the teacher acted as a facilitator, the learners were involved in an activity of identifying the meaning of a difficult word using speed drawing and kinesics.

Lastly, the learning strategies used in this study is akin to that of the K-12 Curriculum which is performance-based. Speed drawing and kinesics as strategies in improving vocabulary retention are characterized by direct participation of learners. These does not only involve thinking skills but also motor skills. These vocabulary strategies can be traced in the VLS of