It appears that, discovering the relationship between Multiple Intelligences, Learning Styles and Strategies is a relatively new issue which has recently become important and has drawn attention to English teachers. Moreover, there has been little attempt applied to the evaluation of the effectiveness of strategy-based instruction on improving the reading comprehension ability of EFL learners. In a bid to address this issue, this book was conducted to investigate the relationship between multiple intelligences, learning styles and strategies and EFL learners’ language proficiency. Moreover, it was aimed to consider whether strategy- based instruction affects the multiple intelligences, learning styles and strategies of EFL learners. Last but not Least, the current book attempts to investigate whether applying strategy-based instruction improves reading comprehension ability of EFL learners at upper-intermediate and advanced levels.
Learning remains at top priority for educators in all the times, whereas some students become good learners and some do not. The reason behind the disparity in students’ performance may result from the diversity of cognitive and learning styles of students besides other demographic factors. The diverse learning needs of learners lead psychologists to focus on the mechanism of learning and to explore ways to make the teaching learning process more effective. The unique cognitive styles and preferred learning styles of learners allow the individuals to optimize their academic strengths. The main purpose of this study was to assess the cognitive styles and learning styles of university students belonging to different areas of specialization. This inquiry was also intended to explore the relationship of these styles with the students’ academic performance and other different demographic variables. Regnier’s Cognitive Style Questionnaire and Kolb’s Learning Style Inventory were used for assessment of cognitive styles and learning styles of university students, respectively. The sample of the study comprised 1023 male and female respondents, belonging to 24 different fields of study.
Within the case study, the literature relating to learning styles will be examined with particular reference to the benefits and limitations of matching them to teaching styles. The aim of the research is to determine whether a teacher has knowledge of these learning styles and uses aspects of matching the learning styles to their own teaching style in order to enhance pupils'' learning. Objectives include gaining an in depth knowledge into the subject and understanding behind teachers reasoning. The research methods included two questionnaires, three session observations and an interview. The main findings within this study demonstrated a knowledge of teaching strategies and learning styles however this information had not been past on to the students. The matching of teaching and learning styles were used within the classroom where possible however it is not always effective to do this. Learning proceeds in a number of different ways, and has been described and explained by many different researchers over the years but it is the question of how learning styles can enhance this process in order to help young individuals
LEARNING STYLES OF DESIGN STUDENTS Learning as an interactive process is an important issue in the design studio. This study aims to analyse design education through the Experiential Learning Theory of Kolb in which learning is considered as a cycle that begins with experience, continues with reflection and leads to action. Experiential Learning Theory defines ‘accommodating'', ‘diverging'', ‘assimilating'' and ‘converging'' styles as the four different learning styles. A research was conducted to evaluate the effects of learning style preferences on the performance of design students at Bilkent University, in the department of Interior Architecture and Environmental Design. The relation of learning styles and performance scores of design students were analysed. It was found out that there were statistically significant differences between the performance scores of students having different learning styles in different stages of design education through studio process. However, at the end of the process, it was found out that there was no difference in performance of the design students having diverse learning styles.
The position of Chief Learning Officer (CLO) is relatively new in business organizations, and little research has been conducted on this function. With the global proliferation of knowledge, the CLO assumes increasing importance for organizational success. This quantitative study explored CLOs' leadership styles and participation in strategic learning decision making. The study purpose was to determine whether significant relationships existed between learning executives’ leadership styles, their participation in strategic learning decisions, and salient demographic factors. A cross-sectional survey design was used to test seven hypotheses with learning executives from U.S. companies. A significant relationship was found between CLOs’ leadership styles and participation in strategic decision making, with statistically significant p values for transactional leadership (.034423) and laissez-faire leadership (-.18274).
This book is aimed at investigating whether or not the EFL teaching practices address students’ learning styles at some elementary schools, descriptive research method was found to be convenient for the study. The data collected were analyzed using simple descriptive statistics. From the analyzed data it was found out that students’ major learning preferences were visual and global. Their minor learning preferences were auditory and tactile,while they showed negative learning preferences towards analytical learning style. Whereas, the instructional practices favored auditory and analytical learners, and least consideration was given to global and visual learners. Besides, the teaching practices neglected the tactile learners. From these findings, it was concluded that there was mismatch between the students’ learning styles and the current EFL teaching practices. This implies that the problems could be aroused from lack of accommodating different learning styles in the classroom teaching and from inability to use methods and teaching aids that cater for students’ different learning styles.
Learning styles and Language Learning Strategies have been one of the most popular aspects of learners’ characteristics researchers have focused on in relation to foreign or second language learning. Learning styles are individual's internal , natural or habitual patterns of acquiring and processing information in learning situations(Oxford 1990), while strategies are external skills that play a crucial role in second or foreign language acquisition they also help learners to gather new information , assimilate this acquired information , add it to their previous knowledge,adapat to learning situations and solve problems. (O’Malley et al, 1985).In this respect, The purpose of this book is to investigate both the learning styles and language learning strategies of University students of English, and to reveal whether there is a relationship between them through analyzing a corpus of data gathered by means of style and strategy inventories of language learning distributed to undergraduate and post graduate university students of English. Accordingly, this book may pertain to language learners, teachers, curriculum developers and researchers in the field L2 learning .
In recent years studies on learning have intersected with technology. E-learning, distributed learning, distance education, computer based training, online learning, and so forth are recent phenomenon. In this book, a review of the evolution of e-learning is presented. Immediately following, current and popular e-learning programs are discussed in detail. Then a prototype e-learning program presents, which is based on both modern electronic or "online" educational tools as well as traditional student learning styles, namely Auditory, Visual, and Kinesthetic. Indeed, this work insists that modern e-learning programs must take into account the various styles of learning which every individual possesses and is oriented towards. This book concludes with recommendations and presents a number of research implications which arise from this study. This book useful to specialist in e-learning as well as students, teachers and researchers in the same field.
Learning styles and language learning strategies are crucial in ensuring success in language learning. The identification and addressing of these factors will lead to the selection of appropriate instructional approaches and materials to enhance students'' learning.This thesis presents the results of a research study conducted in five major universities in Armenia. The study sought to identify the overall learning style or styles of Armenian learners and investigate the relationship between the students'' learning style preferences and language learning strategy use. The results of the study revealed that there was a direct and statistically significant relationship between learners'' ethnicity and learning styles. Three out of the eleven learning styles identified by Oxford(1993), namely global, closure-oriented, and extroverted were shared by the majority of Armenian university learners. The study also showed that each learning style had a particular pattern of strategy use. For teachers it is important to understand and respond to students'' learning choices. By consciously accommodating their students'' preferences, teachers can encourage students to become better language learners.
The aim of this study is to investigate the listening strategies use of English major students and their learning preference. The study used descriptive statistics and inferential statistics to analyze the data. The result of analysis revealed that the participants employed meta-cognitive listening strategies the most, followed by cognitive and socio-affective listening strategies, and in terms of learning styles, they preferred communicative styles the most and concrete styles the least. Their second and third styles were analytical and authority-oriented. The finding also indicated that both male and female learners utilized meta-cognitive, cognitive and socio-affective listening strategies sequentially. Whereas, the mean scores indicated that male students employed each listening strategy more often than females. The Pearson correlation analysis showed that there was a statistically significant relationship between learning styles and listening strategies employed by the students. Therefore, EFL teachers should involve learning styles into listening strategy instruction. This would help them which kinds of listening strategies should be focused and how to deal with learners.
How would you like a tool, to help your self, your children or your students to improve study results? Coach2Learn is a ‘recipe’ for creating a more successful learning environment. The key ingredients is coaching and learning styles in a unique combination. This is also a description of a project and an accounting of the results, where young students participated in a scientific study of the effectiveness of being coached as individuals and based on learning styles. Step by step you can follow the program of how the combination of coaching and learning styles was used. The research project has taken a stand on three things: 1.The key to the learning process lies with the adult, who by meeting each student where they are mentally with an exploratory and coaching approach, creating the conditions for learning to happen. 2. Knowledge of learning styles increases the possibility of selself-awareness, responsibility and success in school and in life. 3. A view on learning, based on a post modernistic view on humanity, where we are and become co-creators of our context.
The focus of present research work was to investigate the perceptual learning styles of the students on the basis of gender and achievement level. Data was collected from the University of Agriculture, Faisalabad by using stratified sampling technique. Statistical Package for Social Sciences (SPSS) was used for data analysis. Microsoft Excel was also used for data analysis. Frequency percentage, chi square two way ANOVAs and mean standard error were used for data for data analysis. It was found after data analysis that majority of the students have multiple perceptual learning styles preferences. Except the group learning style, there was no significant difference was found on the basis of achievement level of the students.
Novice computer programmers need to acquire a diverse set of skills to become proficient in the various areas of program development. This work investigates some of the cognitive processing demands of computer programming, and investigates the factors affecting success in learning the required skills. In the empirical research described, achievement on an introductory programming course was tested for possible correlation with individual learner characteristics, including learning style and background knowledge. The subjects of the research belonged to five different teaching groups, enabling the additional factors of learning environment and teaching method to be considered. Significant differences were observed in areas of programming skill acquisition between subjects of different learning styles. The way that knowledge, attitudes, aptitude, personality traits and learning styles interact, and the implications of the results for designing individualised learning strategies and predicting success in learning to program, are discussed.