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ERIC Number: ED320559
Record Type: RIE
Publication Date: 1989
Pages: 25
Abstractor: N/A
Reference Count: N/A
Learning Styles and Individual Differences in Learning English Idioms via Computer Assisted Language Learning in English as a Second Language.
Viteli, Jarmo
The purpose of this study was to determine the learning styles of English-as-a-Second-Language (ESL) students and individual differences in learning English idioms via computer assisted language learning (CALL). Thirty-six Hispanic students, 26 Japanese students, and 6 students with various language backgrounds from the Nova University Intensive Language Program were given learning style questionnaires before the 4-week experiment in order to determine their learning preferences. There were five learning factors among the students: (1) kinesthetic/tactile; (2) visual; (3) auditory; (4) individual; and (5) group. Students preferred kinesthetic/tactile and individual learning styles: the differences between the kinesthetic/tactile learning preference and visual and auditory learning preferences were significant. The difference between individual learning preference versus group learning preference was significant. All groups were given tests before the experiment, after the second and third hours of study, and a final test after the experiment. The differences between kinesthetic/tactile students' test results versus visual and auditory students' test results were significant at pretest and after the second hour of study. However, there were no significant differences in the final test results between these students. It was concluded that CALL is suitable as a supplementary tool and as an alternative to conventional methods of teaching English idioms to foreign adult students who are from different cultures, who have different learning preferences, and whose native language varies. (44 references) (GL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the European Association of Research on Learning and Instruction (3rd, Madrid, Spain, September 4-7, 1989).