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Abstract

This paper reports on a study which investigated learners' preferences amongst 48 English language learning activities. 997 students on service English programmes at a tertiary education institution in Hong Kong were asked to complete a questionnaire about their preferences. The results support claims for the value of a learning-centred approach to lesson, materials and syllabus design, go against various previous studies that indicate learners' preference for non-communicative activities and, in their suggestion of a distinct learner profile for these students, show the importance of learning context in studies of attitude. They also indicate that learners distinguish in their preferences between similar activities, and that teachers' perceptions of students' preferences are often inaccurate.

The study points up very clearly the value of finding out about students' preferences. This has implications for teaching and learning, which are discussed in the paper.

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The Value of Finding Out What Classroom Activities Students Like

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