The previous study aimed to present the value
of a peer coaching program as applied at the Greek School in Leeds in
2017-2018.The subsequent beneficial outcomes as well as the weaknesses that
appeared throughout the process were mentioned and discussed. In brief, based
on previous research and the current findings, PC model can be helpful as well
as harmful if risk factors are not understood and addressed 1. Support,
observation, practice and feedback, which are the most essential elements of PC
2, result in success if combined with failure awareness. Initially,
participants came across some dangers such as lack of self-awareness and
different mind sets which were finally managed efficiently. Peers` remedial
action created a healthy workplace environment and promising future
achievements for both parties. This study seeks to observe: a. The learning
styles coaches applied, b. The factors that influenced students` learning style,
c. Students` achievement learning the language based on their learning style, d.
The elements and principles of the code of ethics that coaches should adhere.
2.Review of Related Literature
2.1. Learning Styles
Learning styles have been the centre of
attention of a lot of researchers. Based on researches in this area, learning
styles have a wide range of dimensions and a lot of factors like gender, culture,
fields of study, and so on affect them. Learning style models are established
based on the assumption that individuals learn differently. Therefore,
classifying and characterizing students’ preferences and strategies is the
basic objective of a learning styles model.
Definition of Learning Style
studies define learning styles as the individuals’ approaches to learning based
on their own preferences 3, 4, 5, 6. One of the first and eminent
definitions of learning style was formed by Keefe 7 who defines it as: “characteristic cognitive, affective, and
psychological behaviours that serve as relatively stable indicators of how
learners perceive, interact with, and respond to the learning environment”.
Honey and Mumford 8 define learning style as a designation of the attitudes and
behaviours which characterise an individual’s preferred way of learning. Kolb
and Kolb 9 gave their own view of learning style as “the description of individual differences in learning based on
the learner’s preference for employing different phases of the learning cycle”.
There are several more definitions in literature which all seek to underline
HOW students prefer to learn (modes and processes) and not WHAT they learn