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dc.contributor.authorKomur, Sevki
dc.date.accessioned2020-11-20T16:33:46Z
dc.date.available2020-11-20T16:33:46Z
dc.date.issued2011
dc.identifier.issn1822-7864
dc.identifier.issn2538-7111
dc.identifier.urihttps://hdl.handle.net/20.500.12809/4477
dc.descriptionWOS: 000453511500008en_US
dc.description.abstractThe purpose of this research is to explore the effect of preservice English teachers' preferred learning styles and reading strategies on course achievement and other course-related studies. The participants were 28 second-year student teachers from the English Language Teacher (ELT) Education department at Mugla University in Turkey, who were taking the core course Language Acquisition in the spring 2009-2010 academic year. During the course, student teachers were asked to independently read a chapter on Second Language Acquisition (SLA) theories from The Principles of Language learning and teaching by H. D. Brown (2000), develop a poster reflecting those theories, and complete an open-ended questionnaire which aimed to explore their learning style and reading strategy preferences. Students were also informed that this chapter would be covered in the final exam. The data used in the study were student teachers' preferred learning styles, reading strategies, posters and test results. Using the scores from the final exam, 14 students from higher scoring group and 14 students from lower scoring group were chosen for the study. Each group represented 25% of the total test-taking population. Preferred learning styles and reading strategies were qualitatively analyzed. The results showed that student teachers from both groups preferred more or less the same learning styles and reading strategies. Of note, however, was that the students from the lower score group preferred additional reading strategies that appeared to positively affect part of their test results. It was concluded that learning-strategy awareness and training activities can have a constructive impact on ELT course achievement.en_US
dc.item-language.isoengen_US
dc.publisherScientia Socialisen_US
dc.item-rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectEnglish Language Teacher (ELT)en_US
dc.subjectLearning Style Preferencesen_US
dc.subjectSecond Language Acquisition (SLA)en_US
dc.subjectStudent Teachersen_US
dc.subjectTeacher Educationen_US
dc.titleTHE EFFECT OF LEARNING STYLE PREFERENCE ON COURSE ACHIEVEMENT AMONG PRESERVICE ENGLISH TEACHERSen_US
dc.item-typearticleen_US
dc.contributor.departmenten_US
dc.contributor.departmentTemp[Komur, Sevki] Mugla Univ, Educ Fac, ELT Dept, TR-48000 Kotekli, Mugla, Turkeyen_US
dc.identifier.volume29en_US
dc.identifier.startpage71en_US
dc.identifier.endpage81en_US
dc.relation.journalProblems of Education in the 21St Centuryen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US


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