Learning style is the most important variable that affects the success of English learning. It can both give full play to student＇s learning superiority and make up their inferiority. The formation of learning style ...Learning style is the most important variable that affects the success of English learning. It can both give full play to student＇s learning superiority and make up their inferiority. The formation of learning style is related with external elements, including culture. Chinese culture greatly differs from American culture. With the distinct cultural differences, the learning styles of the Chinese student and the American student show clear differences.展开更多
Different theorists hold their own idea of learning style and thus lead to various models of learning style. Numerous studies in the field of second language acquisition has been done to prove whether there is a corre...Different theorists hold their own idea of learning style and thus lead to various models of learning style. Numerous studies in the field of second language acquisition has been done to prove whether there is a correlation between learning style and second language achievement. The bulk of research indicates that there is a strong relationship between learning styles and language learning outcomes. Learning style is of great importance in second language learning.展开更多
Currently many methods of implementation are available if we want the com＇seware to be used in e-learning interactivly with media rich. This paper focuses the attention to the relevance between various implementation...Currently many methods of implementation are available if we want the com＇seware to be used in e-learning interactivly with media rich. This paper focuses the attention to the relevance between various implementations in presentation adopted in the courseware and students＇ learning styles, in order to consider what kind of implemenation or description is preferable to what kind of students or order to support their leaming. We carded out the canonical correlation analysis for this purpose and investigated this relevance on the basis of the experiments. Main results of the experiment are given with detailed disoussion.展开更多
The COVID-19 pandemic has caused higher educational institutions around the world to close campus-based activities and move to online delivery.The aim of this paper is to present the case of Global College of Engineer...The COVID-19 pandemic has caused higher educational institutions around the world to close campus-based activities and move to online delivery.The aim of this paper is to present the case of Global College of Engineering and Technology(GCET)and how its practices including teaching,students/staff support,assessments,and exam policies were affected.The paper investigates the mediating role of no detriment policy impact on students’result along with the challenges faced by the higher educational institution,recommendations and suggestions.The investigation concludes that the strategies adopted for online delivery,student support,assessments and exam policies have helped students to effectively cope with the teaching and learning challenges posed by the COVID-19 pandemic without affecting their academic results.The study shows that 99%of students were able to maintain the same or better level of performance during the 1st COVID-19 semester.One percent of students had shown a slight decrease in their performance(about 1%–2%)with respect to their overall marks pre-COVID-19.The no detriment policy has succoured those 1%of the students to maintain their overall performance to what it used to be pre-COVID-19 pandemic.Finally,the paper provides the list of challenges and suggestions for smooth conduction of online education.展开更多
This study investigates the relationship between Iranian EFL （English as a Foreign Language） learners＇ sensory preferences： Visual, Audial, and Haptic （VAH） and the learners＇ speaking strategy use across profic...This study investigates the relationship between Iranian EFL （English as a Foreign Language） learners＇ sensory preferences： Visual, Audial, and Haptic （VAH） and the learners＇ speaking strategy use across proficiency. To this end 146 Iranian EFL learners studying English at different levels of language proficiency, participated in this study. O＇Brien＇s （1990） learning channel preference checklist was given to students to determine their sensory preferences In addition, a Speaking Strategy questionnaire （an adaptation of strategy inventory for language learning （SILL）, focusing on strategies used at the time of Speaking） was also given to the students in another session. The data were analyzed using multivariate ANOVA （MANOVA） in order to probe the relationship between Iranian EFL Learners＇ Learning Style Sensory Preferences and their speaking strategy use across proficiency. Based on the results, it can be claimed that there was a weak to moderate interaction between the proficiency levels and preference of speaking strategies on the learning styles of the Iranian EFL learners.展开更多
This study investigated the relationship between learning styles preferences of English as foreign language (EFL)college students from three different achievement levels and to explore whether there is statistically s...This study investigated the relationship between learning styles preferences of English as foreign language (EFL)college students from three different achievement levels and to explore whether there is statistically significantdifference between different achievement levels and different learning styles. A total of 120 EFL freshman collegestudents from high, intermediate, and basic levels in Taiwan participated in the present study. Using a learning stylepreference checklist, students’ perceptional learning styles were first explored in terms of preferences. 120participants with different levels were classified based on their English scores on College Entrance Exam. With theuse of descriptive statistics and a one-way analysis of variance (ANOVA), the results indicated that specificlearning style preference correlated with certain achievement levels of students. Students with differentachievement levels preferred significantly certain style preference to other style comparing to other achievementlevels. It seems that learning styles preferences may not definitely relate to a student’s achievement levels. Certainvariables may also probably affect learning style preferences with respect to English performance.展开更多
This study explored the perceptual learning style preferences in L2 （second language） Spanish. A group of first-semester and fifth-semester university students participated. The aim was to verify whether time studyi...This study explored the perceptual learning style preferences in L2 （second language） Spanish. A group of first-semester and fifth-semester university students participated. The aim was to verify whether time studying of Spanish would strengthen learning preferences making senior students more cognizant of their preferred styles. Senior students were, therefore, more expected to self-report major （i.e., strong） style preferences than novice students. The participants completed a style questionnaire and named preferred in-class language activities. Results showed that the novice rather than the senior students, self-reported strong style preferences. The senior students consistently reported minor preferences and named activities that favored peer collaboration over perceptual styles. It is likely that after several semesters of learning Spanish, senior students were less certain as to whether language learning relies on strong style preferences. Instead, they probably learned to acknowledge the benefits of a flexible disposition, integrating several minor style preferences for a successful learning of Spanish.展开更多
Students preferentially take in and process information in different ways, and teaching methods also should vary accordingly. How much a student can learn is also determined by the compatibility of the student＇s lear...Students preferentially take in and process information in different ways, and teaching methods also should vary accordingly. How much a student can learn is also determined by the compatibility of the student＇s learning styles and the teacher＇s teaching styles. It is important for teachers to know their learners＇ preferred learning styles because this knowledge will help teachers to plan their lessons to match or adapt their teaching and to provide the most appropriate activities to suit a particular learner group.展开更多
This theoretical paper presents the influence of learning styles and culture values on facilitating undergraduate students＇ learning. Learning styles describe the way people process information. Many learning style i...This theoretical paper presents the influence of learning styles and culture values on facilitating undergraduate students＇ learning. Learning styles describe the way people process information. Many learning style inventories have been developed and applied widely, for example, Kolb＇s Learning Style Inventory （LSI） and Honey and Mumford＇s Learning Styles Questionnaire （LSQ）. However, limited research has been conducted in the field of hospitality and tourism higher education, particularly in eastern culture. Past research in the hospitality and tourism higher education did not reveal if certain learning styles can contribute to better learning outcomes, however, there is a significant difference in preferred learning styles of students in terms of different cultural values. Therefore, it makes it pivotal to consider the influence of culture difference when examining how learning styles contribute to better learning outcomes in future research. Therefore, hospitality and tourism educators can properly plan useful strategies to accommodate different learning styles and enhance students＇ learning.展开更多
This study is designed to explore the impact of LLS （Language Learning Styles） on learning strategy preferences through questionnaire and data analysis. The aim of the study is to make an through investigation of Ch...This study is designed to explore the impact of LLS （Language Learning Styles） on learning strategy preferences through questionnaire and data analysis. The aim of the study is to make an through investigation of Chinese non-English majors＇ learning styles and their learning strategies in English study, and to analyze the impact of learning styles on learning strategy preferences statistically so as to provide empirical evidence in this field, and then present some implications for college English teaching and learning in Chinese context. This study has significance for pedagogy. Teachers should make language learners aware of their own learning styles and strategy preferences and help them select strategies matching their own style preferences in second language learning. It is hoped that this study can benefit language teachers, learners, and researchers to some extent and can spark more teaching research in the future.展开更多
In recent years, research emphasis in the field of SLA （second language acquisition） has shifted to the study of the learning process and behaviors of learners than that of teachers. Researches concerning the learn...In recent years, research emphasis in the field of SLA （second language acquisition） has shifted to the study of the learning process and behaviors of learners than that of teachers. Researches concerning the learners＇ language learning strategies and learning styles have been conducted in different cultural backgrounds. However, comparatively speaking, there are few studies focusing on the relationship between language learning strategies and learning style preferences in English learning among Chinese students. This paper elaborates on the research questions and hypotheses according to the English Learning Questionnaire, which consists primarily of SILL （Strategy Inventory for Language Learning） （Oxford, 1990） and PLSP （Perceptual Learning Style Preference） Survey （Reid, 1987） to identify their English learning strategy uses and learning style preferences. Then, with statistical analysis （by SPSS （Statistical Product and Service Solutions）） of the results of the questionnaire, discussions are made on the correlation between learning strategies, learning style preferences, and their gender differences, followed by pedagogical implications for English teaching and learning in the university settings in China.展开更多
It has long been agreed that learning styles play an important role in the process of language learning. Research has indicated the individuality, stability and capability of development of learning styles. This essay...It has long been agreed that learning styles play an important role in the process of language learning. Research has indicated the individuality, stability and capability of development of learning styles. This essay will explore how teaching can promote learners＇ higher achievement in language learning in the light of learning styles.展开更多
For effective language learning, the compatibility between learners＇ learning preferences and instructional approaches in classroom learning activities is of crucial importance. However, there is some incongruity in ...For effective language learning, the compatibility between learners＇ learning preferences and instructional approaches in classroom learning activities is of crucial importance. However, there is some incongruity in between in the EFL classroom in China, which has very much hindered students＇ language learning progress. This paper presents some findings of an investigation on the various conflicting situations in learning and teaching, and ventures some tentative suggestions for possible improvement of this situation.展开更多
The learning strategies used by the successful language learners are not always the right ones for all language learners. The individual distinctions of personality, affective domain, cognition and behaviorism all lea...The learning strategies used by the successful language learners are not always the right ones for all language learners. The individual distinctions of personality, affective domain, cognition and behaviorism all lead to the different personal styles in language learning. Language learners must choose the strategies, which are appropriate for their styles.展开更多
Through a survey of learning styles and their learning achievements among non-English majors in Shandong Jianzhu University, this paper analyzes the relationships between the two variables. Data are collected and anal...Through a survey of learning styles and their learning achievements among non-English majors in Shandong Jianzhu University, this paper analyzes the relationships between the two variables. Data are collected and analyzed by means of SPSS.Statistical analysis indicates that no significant difference exists between FI （Field Independent） students＇ achievements measured by the test and FD （Field Dependent） students＇.展开更多
文摘Learning style is the most important variable that affects the success of English learning. It can both give full play to student＇s learning superiority and make up their inferiority. The formation of learning style is related with external elements, including culture. Chinese culture greatly differs from American culture. With the distinct cultural differences, the learning styles of the Chinese student and the American student show clear differences.
文摘Different theorists hold their own idea of learning style and thus lead to various models of learning style. Numerous studies in the field of second language acquisition has been done to prove whether there is a correlation between learning style and second language achievement. The bulk of research indicates that there is a strong relationship between learning styles and language learning outcomes. Learning style is of great importance in second language learning.
文摘Currently many methods of implementation are available if we want the com＇seware to be used in e-learning interactivly with media rich. This paper focuses the attention to the relevance between various implementations in presentation adopted in the courseware and students＇ learning styles, in order to consider what kind of implemenation or description is preferable to what kind of students or order to support their leaming. We carded out the canonical correlation analysis for this purpose and investigated this relevance on the basis of the experiments. Main results of the experiment are given with detailed disoussion.
基金supported by Global College of Engineering and Technology(GCET).
文摘The COVID-19 pandemic has caused higher educational institutions around the world to close campus-based activities and move to online delivery.The aim of this paper is to present the case of Global College of Engineering and Technology(GCET)and how its practices including teaching,students/staff support,assessments,and exam policies were affected.The paper investigates the mediating role of no detriment policy impact on students’result along with the challenges faced by the higher educational institution,recommendations and suggestions.The investigation concludes that the strategies adopted for online delivery,student support,assessments and exam policies have helped students to effectively cope with the teaching and learning challenges posed by the COVID-19 pandemic without affecting their academic results.The study shows that 99%of students were able to maintain the same or better level of performance during the 1st COVID-19 semester.One percent of students had shown a slight decrease in their performance(about 1%–2%)with respect to their overall marks pre-COVID-19.The no detriment policy has succoured those 1%of the students to maintain their overall performance to what it used to be pre-COVID-19 pandemic.Finally,the paper provides the list of challenges and suggestions for smooth conduction of online education.
文摘This study investigates the relationship between Iranian EFL （English as a Foreign Language） learners＇ sensory preferences： Visual, Audial, and Haptic （VAH） and the learners＇ speaking strategy use across proficiency. To this end 146 Iranian EFL learners studying English at different levels of language proficiency, participated in this study. O＇Brien＇s （1990） learning channel preference checklist was given to students to determine their sensory preferences In addition, a Speaking Strategy questionnaire （an adaptation of strategy inventory for language learning （SILL）, focusing on strategies used at the time of Speaking） was also given to the students in another session. The data were analyzed using multivariate ANOVA （MANOVA） in order to probe the relationship between Iranian EFL Learners＇ Learning Style Sensory Preferences and their speaking strategy use across proficiency. Based on the results, it can be claimed that there was a weak to moderate interaction between the proficiency levels and preference of speaking strategies on the learning styles of the Iranian EFL learners.
文摘This study investigated the relationship between learning styles preferences of English as foreign language (EFL)college students from three different achievement levels and to explore whether there is statistically significantdifference between different achievement levels and different learning styles. A total of 120 EFL freshman collegestudents from high, intermediate, and basic levels in Taiwan participated in the present study. Using a learning stylepreference checklist, students’ perceptional learning styles were first explored in terms of preferences. 120participants with different levels were classified based on their English scores on College Entrance Exam. With theuse of descriptive statistics and a one-way analysis of variance (ANOVA), the results indicated that specificlearning style preference correlated with certain achievement levels of students. Students with differentachievement levels preferred significantly certain style preference to other style comparing to other achievementlevels. It seems that learning styles preferences may not definitely relate to a student’s achievement levels. Certainvariables may also probably affect learning style preferences with respect to English performance.
文摘This study explored the perceptual learning style preferences in L2 （second language） Spanish. A group of first-semester and fifth-semester university students participated. The aim was to verify whether time studying of Spanish would strengthen learning preferences making senior students more cognizant of their preferred styles. Senior students were, therefore, more expected to self-report major （i.e., strong） style preferences than novice students. The participants completed a style questionnaire and named preferred in-class language activities. Results showed that the novice rather than the senior students, self-reported strong style preferences. The senior students consistently reported minor preferences and named activities that favored peer collaboration over perceptual styles. It is likely that after several semesters of learning Spanish, senior students were less certain as to whether language learning relies on strong style preferences. Instead, they probably learned to acknowledge the benefits of a flexible disposition, integrating several minor style preferences for a successful learning of Spanish.
文摘Students preferentially take in and process information in different ways, and teaching methods also should vary accordingly. How much a student can learn is also determined by the compatibility of the student＇s learning styles and the teacher＇s teaching styles. It is important for teachers to know their learners＇ preferred learning styles because this knowledge will help teachers to plan their lessons to match or adapt their teaching and to provide the most appropriate activities to suit a particular learner group.
文摘This theoretical paper presents the influence of learning styles and culture values on facilitating undergraduate students＇ learning. Learning styles describe the way people process information. Many learning style inventories have been developed and applied widely, for example, Kolb＇s Learning Style Inventory （LSI） and Honey and Mumford＇s Learning Styles Questionnaire （LSQ）. However, limited research has been conducted in the field of hospitality and tourism higher education, particularly in eastern culture. Past research in the hospitality and tourism higher education did not reveal if certain learning styles can contribute to better learning outcomes, however, there is a significant difference in preferred learning styles of students in terms of different cultural values. Therefore, it makes it pivotal to consider the influence of culture difference when examining how learning styles contribute to better learning outcomes in future research. Therefore, hospitality and tourism educators can properly plan useful strategies to accommodate different learning styles and enhance students＇ learning.
文摘This study is designed to explore the impact of LLS （Language Learning Styles） on learning strategy preferences through questionnaire and data analysis. The aim of the study is to make an through investigation of Chinese non-English majors＇ learning styles and their learning strategies in English study, and to analyze the impact of learning styles on learning strategy preferences statistically so as to provide empirical evidence in this field, and then present some implications for college English teaching and learning in Chinese context. This study has significance for pedagogy. Teachers should make language learners aware of their own learning styles and strategy preferences and help them select strategies matching their own style preferences in second language learning. It is hoped that this study can benefit language teachers, learners, and researchers to some extent and can spark more teaching research in the future.
文摘In recent years, research emphasis in the field of SLA （second language acquisition） has shifted to the study of the learning process and behaviors of learners than that of teachers. Researches concerning the learners＇ language learning strategies and learning styles have been conducted in different cultural backgrounds. However, comparatively speaking, there are few studies focusing on the relationship between language learning strategies and learning style preferences in English learning among Chinese students. This paper elaborates on the research questions and hypotheses according to the English Learning Questionnaire, which consists primarily of SILL （Strategy Inventory for Language Learning） （Oxford, 1990） and PLSP （Perceptual Learning Style Preference） Survey （Reid, 1987） to identify their English learning strategy uses and learning style preferences. Then, with statistical analysis （by SPSS （Statistical Product and Service Solutions）） of the results of the questionnaire, discussions are made on the correlation between learning strategies, learning style preferences, and their gender differences, followed by pedagogical implications for English teaching and learning in the university settings in China.
文摘It has long been agreed that learning styles play an important role in the process of language learning. Research has indicated the individuality, stability and capability of development of learning styles. This essay will explore how teaching can promote learners＇ higher achievement in language learning in the light of learning styles.
文摘For effective language learning, the compatibility between learners＇ learning preferences and instructional approaches in classroom learning activities is of crucial importance. However, there is some incongruity in between in the EFL classroom in China, which has very much hindered students＇ language learning progress. This paper presents some findings of an investigation on the various conflicting situations in learning and teaching, and ventures some tentative suggestions for possible improvement of this situation.
文摘The learning strategies used by the successful language learners are not always the right ones for all language learners. The individual distinctions of personality, affective domain, cognition and behaviorism all lead to the different personal styles in language learning. Language learners must choose the strategies, which are appropriate for their styles.
文摘Through a survey of learning styles and their learning achievements among non-English majors in Shandong Jianzhu University, this paper analyzes the relationships between the two variables. Data are collected and analyzed by means of SPSS.Statistical analysis indicates that no significant difference exists between FI （Field Independent） students＇ achievements measured by the test and FD （Field Dependent） students＇.
