Matching teaching and learning styles in developing students' oral fluency and competence.

Abstract

This study investigates the degree of matching between teaching and learning styles as strategies to develop the Sudanese students' speaking ability. It draws attention of the teachers, the students and the educationists in Sudan to the importance of speaking as one of the most important language skills. The aim of this study is to come out with constructive recommendations for, the teachers, the students and the educationists in order to improve the processes of teaching and learning speaking. In addition, it aims to specify the mismatch between learning and teaching styles that affect speaking English. The sample of the study is 80 first year students at the College of Education and Arts, English Department, Nyala University, Sudan. The instrument used in this study are the students' speaking interview used as a pilot study and two questionnaires. One questionnaire was administered during formal lectures to students, and one questionnaire was administered to the teachers who teach English at tertiary level. Data was statistically analyzed by ""Statistical Package for Social Sciences Program"". The findings of the study indicate that there is mismatch between teaching and learning styles as strategies affecting the speaking skill. In addition, the study points out that these strategies have more impact on the speaking than any other language skill. It also suggests that the teachers who wish to improve their students' speaking skill have to consider these strategies to be matched with the students' learning styles.