An Application of “Organization Development Tools” in Identifying Chinese University Students’ Learning Styles of English Language: A Case Study of Comprehensive English Subject at the College of Oriental Languages, Zhejiang Yuexiu University of Foreign Languages, People’s Republic of China

Haihua Tu

Abstract


The purpose of this research is to improve Chinese university students’ performance in four aspects, namely sense of responsibility, academics in students’ grades, engagement and self-esteem by using student-centered learning approach at the College of Oriental Languages (COL), Zhejiang Yuexiu University of Foreign Languages (ZYUFL). Changing students’ learning styles should be implemented with careful consideration. With that in mind, a new learning process and teaching model were designed in order to improve the teaching and learning quality. Two different groups were investigated, namely the experimental and control group. Research strategies such as open-ended and structured interview, observation by score criterion and a questionnaire were used and some secondary data collected. Research interventions, team building, coaching, appreciative inquiry, whole brain literacy and Kolb’s experiential learning cycle were applied during the organization development intervention (ODI) phase in the Comprehensive English Class. After the traditional lecture-dominated and student-centered approach in two different groups, it was clearly indicated that interventions had a positive influence on students’ learning styles: feeling, thinking and doing styles. With regards to the four aspects of performance examined, it was easy to see that students showed higher scores in terms of sense of responsibility, self-esteem and engagement in the experimental groups after ODI. The fourth aspect, academics showed the highest level of improvement while there was no significant difference in any of the variables of the control group at the post-ODI phase.

 


Keywords


learning styles, performance, Chinese education, Comprehensive English Class, student-centered and experiential learning

Full Text:

PDF

References


Alavi, M., Kayworth, T. R., & Leidner, D. E. (2005). An empirical examination of the

influence of organizational culture on knowledge management practices. Journal of management information systems, 22(3), 191-224.

Al-Alawi, A., Yousif Al-Marzooqi, N., & Fraidoon Mohammed, Y. (2007). Organizational

culture and knowledge sharing: critical success factors. Journal of Knowledge

Management, 11(2), 22-42.

Argyris, C. (1962). Interpersonal competence and organizational behavior. Homewood,

Ill.: Irwin.

Argyris, C. (1977). Double loop learning in organizations. Harvard business

review, 55(5), 115-125.

Argyris, C. (1991). Teaching smart people how to learn. Harvard business review, 69(3).

Argyris, C., & Schön, D. A. (1996). Organizational Learning II: Theory. Method, and

practice. Reading: Addison-Wesley Publishing.

Balan, P., Clark, M. & Restall, G. (2015). Preparing students for flipped or team-

based learning methods. Education + Training, 57(6), 639-657.

Battistich, V., Schaps, E., & Wilson, N. (2004). Effects of an elementary school

intervention on students’ “connectedness” to school and social adjustment during

middle school. Journal of Primary Prevention. 24(3), 243-262.

Claxton, C. S., & Murrell, P. H. (1987). Learning Styles: Implications for Improving

Educational Practices. ASHE-ERIC Higher Education Report No. 4, 1987. Washington, DC: Association for the Study of Higher Education.

Coates, H. (2009). Engaging students for success – 2008 Australasian Survey of

Student Engagement. Victoria, Australia: Australia Council for Educational

Research.

Cummings T. G. & Worley, C. G. (2009). Organization development and change (9th-

ed). Cincinnati, OH: South-Western College Publishing.

Day, J. W. & Holladay, C. L. (2012). Appreciative Inquiry: An effective training

alternative to traditional adult learning. Psychology. 3 (12), 1125-1130.

French, W. L. & Bell, CH. Jr. (1999). Organization Development: Behavioral Science

Interventions for Organization Improvement (5th ed.). Englewood Cliffs, NJ:

Prentice-Hall.

Gardner, H. (1983). The frames of the mind. New York: Basic Books.

Golembiewski, R. T. & Luo, H. (1994). OD applications in developmental settings: An

addendum about success rates. The International Journal of Organizational

Analysis, 2(3), 295-308.

Hawk, T. F. & Shah, A. J. (2007). Using learning style instruments to enhance student

learning. Decision Sciences Journal of Innovative Education, 5(1), 1-19.

Head, T. C. & Sorensen, P. F. (1993). Cultural values and organizational development:

A seven-country study. Leadership and Organization Development, 14(2), 3-7.

Hofstede, G. (1993). Cultural constraints in management theories. The Academy of

Management Executive, 7(1), 81-94.

Hu, S., & Kuh, G. D. (2002). Being (dis) engaged in educationally purposeful activities:

The influences of student and institutional characteristics. Research in Higher Education, 43(5), 555-575.

Jaeger, A. M. (1986). Organization development and national culture: Where’s the fit?

Academy of Management Review, 11(1), 178-190.

Kolb, D. (1984). Experiential education: Experience as the source of learning and

development. Englewood Cliffs, NJ.

Kolb, A. Y., & Kolb, D. A. (2009). Experiential learning theory: A dynamic, holistic

approach to management learning, education and development. The SAGE Handbook of Management Learning, Education and Development, 42-68.

Krause, K. L., & Coates, H. (2008). Students’ engagement in first‐year

university. Assessment & Evaluation in Higher Education, 33(5), 493-505.

Lai, M. F. & Lee, G. G. (2007). Relationships of organizational culture toward

knowledge activities. Business Process Management Journal, 13(2), 306-22.

Lau, C.M., McMahan, G.C. & Woodman, R.W. (1996). An International comparison of

organization development practice the USA and Hong Kong. Journal of

Organizational Change Management, 9(2), 4-19.

Liu, J. (2008). English language teaching in China: New approaches, perspectives and

standards. Bloomsbury Academic.

Lu, L. H. (2015). Soaring Towards Positive Change: Reflection on an Action Research

Case in Double Loop Learning Process. ABAC ODI JOURNAL VISION. ACTION. OUTCOME., 2(2).

Marks, H. M. (2000). Student engagement in instructional activity: Patterns in the

elementary, middle, and high school years. American Educational Research Journal, 37(1), 153-184.

Michaelsen, L. K., & Sweet, M. (2008). The essential elements of team‐based

learning. New directions for teaching and learning, 116, 7-27.

Network, F. L. (2014). The four pillars of F-L-I-P (TM). Retrieved From www.

Flippedlearning. Org.

Passarelli, A. M. & Kolb, D. A. (2011). Using experiential learning theory to promote

students learning and development in programs of education abroad. Case Western

Reserve University: Student Learning Abroad Stylus Publishing.

Pillania, R. K. (2006). State of organizational culture for knowledge management in

Indian industry. Global Business Review, 7(1), 119-135.

Prince, M. (2004). Dose active learning work? A review of the research. Journal of

Engineering Education, 93(3), 223-231.

Prugsamatz, R. (2010). Factors that influence organization learning sustainability in

non-profit organizations. The Learning Organization, 17(3), 243-267.

Quinn, R. (1996). Deep Change: Discovering the Leader Within. New York: John

Wiley & Sons.

Redenbach, S. (1991). Self-esteem and emotional intelligence: The necessary ingredient

for success. USA: Esteem Seminar Programs and Publications.

Schein, E. H. (1996). Three cultures of management: the key to organizational learning.

Sloan Management Review, 38(1), 9-19.

Skinner, E. A. & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects

of teacher behavior and student engagement across the school year. Journal of

Educational Psychology, 85(4), 571-581.

Slunt, K. M. & Giancarlo, L. C. (2004). Student-centered learning: A comparison of

two different methods of instruction. Journal of Chemical Education, 81(7), 985-

Svinicki, M. D. & Dixon, N. M. (1987). The Kolb model modified for classroom

activities. College Teaching, 35(4), 141-146.

Wallace, M. L., Walker, J. D., Braseby, A. M. & Sweet, M. S. (2014). “Now, what

happens during class?” Using team-based learning to optimize the role of expertise

within the flipped classroom. Journal on Excellence in College Teaching, 25, 253-

Weimer, M. (2002). Learner-centered teaching: Five key changes to practice. San

Francisco, CA: Jossey-Bass.

Westwood, R. I., Tang, S. F. & Kirkbridge, P. S. (1992). Chinese conflict behavior:

Cultural antecedents and behavioral consequences. Organization Development

Journal, 10(2), 13-19.


Refbacks

  • There are currently no refbacks.