Author: Priya Topno* Dr. Parimal Sarkar**
DOI Link: https://doi-ds.org/doilink/08.2024-27479759/BIJMRD/Vol -2 / 6/2024/july/A5
Abstract: English is an essential language of communication in higher education. Its users reap beneficial dividends in multifarious forms. Despite the popularity and extensive usage of the language, there still are sections of people who struggle with the use of the English language in academics. Among those many sections, the first-generation tribal learners are in a typical situation as they lack the academic guidance from their previous generations in comparison to those learners who have received education for many generations. This study looks into the issue of first-generation tribal learners pursuing English medium education at the undergraduate level. The study has been conducted in the form of action research where the application of English teaching strategies on the basis of the learner’s learning style(s) have been implemented. The study being action research, is centered around the classroom difficulties faced by the teacher-researchers in the course of their teaching first-generation tribal learners. It employs a quasi-experimental one-group pretest-posttest design and the findings reveal that teaching English according to the preferred learning style of the learners has a positive effect on their achievement in English.
Keywords: Action research, learning styles, VARK model, achievement in English, first-generation tribal learners.
Page: 51-59