To what extent are students' learning styles taken into consideration in an English language course?t : a case study (Record no. 20594)

MARC details
000 -LEADER
fixed length control field 02571nam a2200181Ia 4500
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 180910s9999 xx 000 0 und d
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Nehme, Nancy Fouad
Miscellaneous information Master in English Language Teaching
245 10 - TITLE STATEMENT
Title To what extent are students' learning styles taken into consideration in an English language course?t : a case study
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. University of Balamand - Faculty of Arts and Social Sciences - Department of English
Date of publication, distribution, etc. 2013
300 ## - PHYSICAL DESCRIPTION
Extent 100 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. This is a descriptive case study which investigates to what extent students’ learning styles are taken into consideration in an English-language course in a private university in North Lebanon. The research aimed to examine students’ learning styles, the correspondence of the course activities with students’ learning styles, students’ activity preferences and teachers’ perceptions regarding whether students’ learning styles should be taken into consideration in teaching English. The data from classroom observations, questionnaires, teachers’ interviews and document analysis revealed that the ENGL 101 students’ learning styles differ. The ENGL 101 course, based on a learner-centered approach, offers a diversity of activities suited to different perceptual learning styles and social learning preferences. Students’ activity preferences varied from one to another, which reflected a diversity of students’ interests. Teachers’ perceptions for whether students’ learning styles should be considered in a language course revealed that students’ learning styles were not consciously taken into consideration when planning the course. However, the very nature of this course with its richness of activities suits different learning styles as they integrate a variety of skills that cover the four perceptual styles, visual, auditory, kinesthetic and tactile. Finally, the majority of ENGL 101 instructors believe that educational materials should be planned in relation to students’ learning styles. However, some of them also believe that learning styles should come in the second place, as the course should be the “leader” in the student development not the “follower”.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element English Language Education Teaching Methods
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element L’enseignement de la Langue Anglaise Méthodes d’enseignement
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element تعليم اللغة الانكليزية طرق التعليم
856 ## - ELECTRONIC LOCATION AND ACCESS
Uniform Resource Identifier <a href="http://olib.balamand.edu.lb/webview?infile=details.glu&loid=132341&rs=186139&hitno=35">http://olib.balamand.edu.lb/webview?infile=details.glu&loid=132341&rs=186139&hitno=35</a>
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية

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