Kanonično-korelacijska analiza: učne preference in senzorično specifični dražljaji učne snovi angleščine
Ključne besede:
Senzorično specifični dražjaji učne snovi angleščine, Kanonično-korelacijska analiza, prilagoditveni dražljaji učne snovi, preferenca slušnega učenja
Povzetek
Študija je preučevala razmerje med senzorično specifičnimi dražljaji učnega gradiva za angleščino in senzoričnimi učnimi preferencami. Vključevala je 53 udeležencev angleščine kot tujega jezika, ki so prejeli različne senzorično specifične dražljaje učnega gradiva za angleščino, da bi analizirali njihovo splošno razumevanje. Za statistično analizo zbranih podatkov je bila uporabljena kanonično-korelacijska analiza. Preferenca slušnega učenja je bila pomembno povezana s prilagodljivimi dražljaji za učenje angleščine (besedila na papirju z zvokom, slike z napisi in zvok s slikami). Kanonični korelacijski koeficient 0,665 je pokazal, da so 44,2 % variance pri učenju angleščine določili učenci s slušnimi učnimi preferencami in prilagodljivimi učnimi gradivi.
Prenosi
Podatki o prenosih še niso na voljo.
Literatura
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Armstrong, V. O., Tudor, T. R., and Hughes, G. D. (2021). Course retention in community colleges: Demographics, motivation, learning style, and locus of control. American Journal of Distance Education, 35(1), 32–47.
Aslaksen, K., and Lorås, H. (2018). The modality-specific learning style hypothesis: A mini-review. Frontiers in Psychology, 9, Article 1538.
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Barth, F. G., Giampieri-Deutsch, P., and Klein, H. D. (2012). Sensory Perception: Mind and matter: Springer Science & Business Media.
Biçer, D. (2014). The effect of students’ and instructors’ learning styles on achievement of foreign language preparatory school students. Procedia-Social and Behavioral Sciences, 141, 382–386.
Calvert, G. A., Campbell, R., and Brammer, M. J. (2000). Evidence from functional magnetic resonance imaging of crossmodal binding in the human heteromodal cortex. Current Biology, 10(11), 649–657.
Chen, C. J. (2019). Computer-Assisted Language Learning: Concepts, Methodologies, Tools, and Applications: Differences between visual style and verbal style learners in learning English. (Information Resources Management Association) (pp. 1894–1908). IGI Global.
Chen, M.-L. (2009). Influence of grade level on perceptual learning style preferences and language learning strategies of Taiwanese English as a foreign language learners. Learning and Individual Differences, 19(2), 304–308. doi: https://doi.org/10.1016/j.lindif.2009.02.004
Chew, K. S. (2016). Tailoring teaching instructions according to student’s different learning styles: Are we hitting the right button? Education in Medicine Journal, 8(3), 103–107.
Coffield, F., Moseley, D., Hall, E., and Ecclestone, K. (2004). Learning Styles and Pedagogy in Post-16 Learning: A systematic and critical review: Learning and Skills Research Centre London.
Cohen, A. D. (2003). The learner’s side of foreign language learning: Where do styles, strategies, and tasks meet? IRAL, 41(4), 279–292.
Constantinidou, F., and Baker, S. (2002). Stimulus modality and verbal learning performance in normal aging. Brain and Language, 82, 296–311.
Cook, D. A., Thompson, W. G., Thomas, K. G., and Thomas, M. R. (2009). Lack of interaction between sensing-intuitive learning styles and problem-first versus information-first instruction: A randomized crossover trial. Advances in Health Science Education, 14, 79-90.
Cronbach, L. J., and Snow, R. E. (1977). Aptitudes and Instructional Methods: A handbook for research on interactions: New York: Irvington Publishers.
Dandy, K. L., and Bendersky, K. (2014). Student and faculty beliefs about learning in higher education: implications for teaching. International Journal of Teaching and Learning in Higher Education, 26(3), 358-380.
Dekker, S., Lee, N. C., Howard-Jones, P., and Jolles, J. (2012). Neuromyths in education: Prevalence and predictors of misconceptions among teachers. Frontiers in Psychology, 3(429).
Dobson, J. L. (2009). Learning style preferences and course performance in an undergraduate physiology class. Advances in Physiology Education, 33(4), 308–314.
Ehrman, M., and Leaver, B. L. (2003). Cognitive styles in the service of language learning. System, 31(3), 393–415.
Fahim, M., and Samadian, T. (2011). Sensory style preference of EFL students in Iran. Theory and Practice in Language Studies, 1(6), 644–665.
Fenrich, P. (2006). Getting practical with learning styles in “Live” and computer-based training settings. Issues in Informing Science & Information Technology, 3, 323–342.
Ferrero, M., Garaizar, P., and Vadillo, M. A. (2016). Neuromyths in education: Prevalence among Spanish teachers and an exploration of cross-cultural variation. Frontiers in Human Neuroscience, 10(496).
Freebody, P., and Tirre, W.C. (1985). Achievement outcomes of two reading programmes: An instance of aptitude–treatment interaction. British Journal of Educational Psychology, 55, 53–60.
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Gilbert, S.W. (2000). A widening gap: The support service crisis. Syllabus, 14(1), 18–57.
Gilley, D. V., and French, R. L. (1976). Personal Learning Styles: Exploring the Individual’s Sensory Input Processes.
Gleichgerrcht, E., Lira Luttges, B., Salvarezza, F., and Campos, A. L. (2015). Educational neuromyths among teachers in Latin America. Mind, Brain, and Education, 9(3), 170–178.
Golon, A. S. (2017). Visual-spatial Learners: Differentiation strategies for creating a successful classroom. Sourcebooks, Inc.
Goulet, S., and Murray, E. A. (2001). Neural substrates of crossmodal association memory in monkeys: the amygdala versus the anterior rhinal cortex. Behavioral Neuroscience, 115(2), 271.
Hames, E., and Baker, M. (2015). A study of the relationship between learning styles and cognitive abilities in engineering students. European Journal of Engineering Education, 40(2), 167–185.
Hayashi, M., and Cherry, D. (2004). Japanese students’ learning style preferences in the EFL classroom. Bulletin of Hokuriku University, 28, 83–93.
Hedayati, M., and Foomani, E. M. (2015). Learning style and task performance in synchronous computer-mediated communication: A case study of Iranian EFL learners. Educational Technology & Society, 18(4), 344–356.
Hederich-Martínez, C., and Camargo-Uribe, A. (2016). Cognitive style and educational performance. The case of public schools in Bogotá, Colombia. Educational Psychology, 36(4), 719–737.
Howard-Jones, P. A. (2014). Neuroscience and education: myths and messages. Nature Reviews Neuroscience, 15(12), 817.
Hsu, L. (2016). An empirical examination of EFL learners’ perceptual learning styles and acceptance of ASR-based computer-assisted pronunciation training. Computer Assisted Language Learning, 29(5), 881–900.
Jamieson, J. (1992). The cognitive styles of reflection/impulsivity and field independence/dependence and ESL success. The Modern Language Journal, 76(4), 491–501.
Joy, S., and Kolb, D. A. (2009). Are there cultural differences in learning style? International Journal of Intercultural Relations, 33(1), 69–85.
Keefe, J. W. (1979). Learning style: An overview. NASSP’s Student learning styles: Diagnosing and prescribing programs (pp. 1-17). Reston, VA. National Association of Secondary School Principals.
Keefe, J. W. (1987). Learning Style Theory and Practice. Reston, VA: National Association of Secondary School Principals.
Keefe, J. W. (1991). Learning style: Cognitive and thinking skills. Reston, VA: National Association of Secondary School Principals.
Khojastenejad, Z., and Pishkar, K. (2015). The Relationship between Iranian EFL Learners’ Sensory Learning Style and Their Autonomy Level. Journal of Applied Linguistics and Language Research, 2(6), 179–189.
Kinsella, K. (1996). Designing group work that supports and enhances diverse classroom work styles. TESOL Journal, 6(1), 24–30.
Kozhevnikov, M. (2007). Cognitive styles in the context of modern psychology: Toward an integrated framework of cognitive style. Psychological Bulletin, 133(3), 464–481.
Krätzig, G. P., and Arbuthnott, K. D. (2006). Perceptual learning style and learning proficiency: A test of the hypothesis. Journal of Educational Psychology, 98(1), 238.
Lee, C., Yeung, A. S., and Ip, T. (2016). Use of computer technology for English language learning: do learning styles, gender, and age matter? Computer Assisted Language Learning, 29(5), 1035–1051.
Littlemore, J. (2001). Metaphoric competence: A language learning strength of students with a holistic cognitive style? TESOL Quarterly, 35(3), 459–491.
Luchow, J. P., and Shepherd, M. J. (1981). Effects of multisensory training in perceptual learning. Learning Disability Quarterly, 4(1), 38–43.
Mahdjoubi, L., and Akplotsyi, R. (2012). The impact of sensory learning modalities on children’s sensitivity to sensory cues in the perception of their school environment. Journal of Environmental Psychology, 32(3), 208–215.
Martin, S. (2012). Does instructional format really matter? Cognitive load theory, multimedia and teaching English Literature. Educational Research and Evaluation, 18(2), 125–152.
Massa, L. J., and Mayer, R. E. (2006). Testing the ATI hypothesis: Should multimedia instruction accommodate verbalizer-visualizer cognitive style? Learning and Individual Differences, 16(4), 321–335.
Merriam, S. B., and Caffarella, R. S. (1999). Learning in Adulthood: A comprehensive guide (2nd ed.). San Francisco: Jossey-Bass.
Messick, S. (1976). Individuality in Learning: Personality consistencies in cognition and creativity. San Francisco: Jossey-Bass.
Montero Perez, M., Peters, E., and Desmet, P. (2018). Vocabulary learning through viewing video: the effect of two enhancement techniques. Computer Assisted Language Learning, 31(1-2), 1-26.
Mulalic, A., Shah, P., and Ahmad, F. (2009). Perceptual learning styles of ESL students. European Journal of Social Sciences, 7(3), 110–113.
Murphy, N. (1997). A multisensory vs. conventional approach to Teaching spelling [Unpublished master’s thesis]. Kean College of New Jersey.
Murray, E. A., and Mishkin, M. (1985). Amygdalectomy impairs crossmodal association in monkeys. Science, 228(4699), 604–606.
Ormrod, J. E. (2008). Educational Psychology: Developing learners (6th ed.). Upper Saddle River, NJ: Pearson.
Ortega, L. (2018). Ontologies of language, second language acquisition, and world Englishes. World Englishes, 37(1), 64–79.
Oxford, R. L. (1990). Language Aptitude Reconsidered: Styles, strategies, and aptitude: Connections for language learning. Prentice Hall.
Oxford, R. L. (1993). Style Analysis Survey (SAS). Tuscaloosa, AL: University of Alabama.
Paivio, A. (1986). Mental Representations: A dual coding approach. Oxford University Press.
Pashler, H., McDaniel, M., Rohrer, D., and Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9(3), 105–119.
Peacock, M. (2001). Match or mismatch? Learning styles and teaching styles in EFL. International Journal of Applied Linguistics, 11(1), 1–20.
Rao, Z. (2011). Bridging the gap between teaching and learning styles in East Asian contexts. TESOL Journal, 11(2), 5–11.
Reid, J. M. (1984). Perceptual Learning Style Preference Questionnaire. In Reid, J. M. (Ed.). (1995). Learning Styles in the ESL/EFL Classroom (pp. 202-207). Boston: Heinle & Heinle.
Reid, J. M. (1987). The learning style preferences of ESL students. TESOL Quarterly, 21(1), 87–111.
Reid, J. M. (1995). Learning styles in the ESL/EFL classroom: ERIC.
Reid, J. M. (1987). The Learning Style Preferences of ESL Students. TESOL Quarterly, 21, 87–109.
Rezler, A. G., and Rezmovic, V. (1981). The Learning Preference Inventory. Journal of Allied Health, 10(1), 28–34.
Riding, R. J. (1997). On the nature of cognitive style. Educational Psychology, 17(1–2), 29–49.
Riding, R. J., and Cheema, I. (1991). Cognitive styles—an overview and integration. Educational Psychology, 11(3–4), 193–215.
Riding, R., and Agrell, T. (1997). The effect of cognitive style and cognitive skills on school subject performance. Educational Studies, 23(2), 311–323.
Riener, C., and Willingham, D. (2010). The myth of learning styles. Change: The Magazine of Higher Learning, 42(5), 32–35.
Rogowsky, B. A., Calhoun, B. M., and Tallal, P. (2015). Matching learning style to instructional method: Effects on comprehension. Journal of Educational Psychology, 107(1), 64–78.
Shams, L., and Seitz, A. R. (2008). Benefits of multisensory learning. Trends in Cognitive Sciences, 12(11), 411–417.
Shepard-Carey, L. (2020). Making sense of comprehension practices and pedagogies in multimodal ways: A second-grade emergent bilingual’s sensemaking during small-group reading. Linguistics and Education, 55, Article 100777.
Sternberg, R. J., Grigorenko, E. L., and Zhang, L. F. (2008). Styles of learning and thinking matter in instruction and assessment. Perspectives on Psychological Science, 3(6), 486–506.
Tabatabaei, O., and Mashayekhi, S. (2012). The relationship between EFL learners’ learning styles and their L2 achievement. Procedia-Social and Behavioral Sciences, 70, 245–253.
Thang, S. M., Nambiar, R. M., Wong, F. F., Jaafar, N. M., and Amir, Z. (2015). A clamour for more technology in universities: What does an investigation into the ICT use and learning styles of Malaysian ‘Digital Natives’ tell us? The Asia-Pacific Education Researcher, 24(2), 353–361.
Tinajero, C., and Páramo, M. F. (1997). Field dependence-independence and academic achievement: A re-examination of their relationship. British Journal of Educational Psychology, 67, 199–212.
Tomlinson, B. (2008). English Language Learning Materials: A critical review: Bloomsbury Publishing.
Tuan, L. T. (2011). EFL learners’ learning styles and their attributes. Mediterranean Journal of Social Sciences, 2(2), 299–320.
Willingham, D. T., Hughes, E. M., and Dobolyi, D. G. (2015). The scientific status of learning styles theories. Teaching of Psychology, 42(3), 266–271.
Wintergerst, A. C., DeCapua, A., and Verna, M. A. (2003). Conceptualizing learning style modalities for ESL/EFL students. System, 31, 85–106.
Wright, B. A., and Zhang, Y. (2009). A review of the generalization of auditory learning. Philosophical Transactions of the Royal Society B: Biological Sciences, 364(1515), 301–311.
Armstrong, S. J. (2000). The influence of individual cognitive style on performance in management education. Educational Psychology, 20(3), 323–339.
Armstrong, V. O., Tudor, T. R., and Hughes, G. D. (2021). Course retention in community colleges: Demographics, motivation, learning style, and locus of control. American Journal of Distance Education, 35(1), 32–47.
Aslaksen, K., and Lorås, H. (2018). The modality-specific learning style hypothesis: A mini-review. Frontiers in Psychology, 9, Article 1538.
Baddeley, A. (1998). Human Memory. Boston: Allyn & Bacon.
Barth, F. G., Giampieri-Deutsch, P., and Klein, H. D. (2012). Sensory Perception: Mind and matter: Springer Science & Business Media.
Biçer, D. (2014). The effect of students’ and instructors’ learning styles on achievement of foreign language preparatory school students. Procedia-Social and Behavioral Sciences, 141, 382–386.
Calvert, G. A., Campbell, R., and Brammer, M. J. (2000). Evidence from functional magnetic resonance imaging of crossmodal binding in the human heteromodal cortex. Current Biology, 10(11), 649–657.
Chen, C. J. (2019). Computer-Assisted Language Learning: Concepts, Methodologies, Tools, and Applications: Differences between visual style and verbal style learners in learning English. (Information Resources Management Association) (pp. 1894–1908). IGI Global.
Chen, M.-L. (2009). Influence of grade level on perceptual learning style preferences and language learning strategies of Taiwanese English as a foreign language learners. Learning and Individual Differences, 19(2), 304–308. doi: https://doi.org/10.1016/j.lindif.2009.02.004
Chew, K. S. (2016). Tailoring teaching instructions according to student’s different learning styles: Are we hitting the right button? Education in Medicine Journal, 8(3), 103–107.
Coffield, F., Moseley, D., Hall, E., and Ecclestone, K. (2004). Learning Styles and Pedagogy in Post-16 Learning: A systematic and critical review: Learning and Skills Research Centre London.
Cohen, A. D. (2003). The learner’s side of foreign language learning: Where do styles, strategies, and tasks meet? IRAL, 41(4), 279–292.
Constantinidou, F., and Baker, S. (2002). Stimulus modality and verbal learning performance in normal aging. Brain and Language, 82, 296–311.
Cook, D. A., Thompson, W. G., Thomas, K. G., and Thomas, M. R. (2009). Lack of interaction between sensing-intuitive learning styles and problem-first versus information-first instruction: A randomized crossover trial. Advances in Health Science Education, 14, 79-90.
Cronbach, L. J., and Snow, R. E. (1977). Aptitudes and Instructional Methods: A handbook for research on interactions: New York: Irvington Publishers.
Dandy, K. L., and Bendersky, K. (2014). Student and faculty beliefs about learning in higher education: implications for teaching. International Journal of Teaching and Learning in Higher Education, 26(3), 358-380.
Dekker, S., Lee, N. C., Howard-Jones, P., and Jolles, J. (2012). Neuromyths in education: Prevalence and predictors of misconceptions among teachers. Frontiers in Psychology, 3(429).
Dobson, J. L. (2009). Learning style preferences and course performance in an undergraduate physiology class. Advances in Physiology Education, 33(4), 308–314.
Ehrman, M., and Leaver, B. L. (2003). Cognitive styles in the service of language learning. System, 31(3), 393–415.
Fahim, M., and Samadian, T. (2011). Sensory style preference of EFL students in Iran. Theory and Practice in Language Studies, 1(6), 644–665.
Fenrich, P. (2006). Getting practical with learning styles in “Live” and computer-based training settings. Issues in Informing Science & Information Technology, 3, 323–342.
Ferrero, M., Garaizar, P., and Vadillo, M. A. (2016). Neuromyths in education: Prevalence among Spanish teachers and an exploration of cross-cultural variation. Frontiers in Human Neuroscience, 10(496).
Freebody, P., and Tirre, W.C. (1985). Achievement outcomes of two reading programmes: An instance of aptitude–treatment interaction. British Journal of Educational Psychology, 55, 53–60.
Gilakjani, A. P. (2012). Visual, auditory, kinaesthetic learning styles and their impacts on English language teaching. Journal of Studies in Education, 2(1), 104–113.
Gilbert, S.W. (2000). A widening gap: The support service crisis. Syllabus, 14(1), 18–57.
Gilley, D. V., and French, R. L. (1976). Personal Learning Styles: Exploring the Individual’s Sensory Input Processes.
Gleichgerrcht, E., Lira Luttges, B., Salvarezza, F., and Campos, A. L. (2015). Educational neuromyths among teachers in Latin America. Mind, Brain, and Education, 9(3), 170–178.
Golon, A. S. (2017). Visual-spatial Learners: Differentiation strategies for creating a successful classroom. Sourcebooks, Inc.
Goulet, S., and Murray, E. A. (2001). Neural substrates of crossmodal association memory in monkeys: the amygdala versus the anterior rhinal cortex. Behavioral Neuroscience, 115(2), 271.
Hames, E., and Baker, M. (2015). A study of the relationship between learning styles and cognitive abilities in engineering students. European Journal of Engineering Education, 40(2), 167–185.
Hayashi, M., and Cherry, D. (2004). Japanese students’ learning style preferences in the EFL classroom. Bulletin of Hokuriku University, 28, 83–93.
Hedayati, M., and Foomani, E. M. (2015). Learning style and task performance in synchronous computer-mediated communication: A case study of Iranian EFL learners. Educational Technology & Society, 18(4), 344–356.
Hederich-Martínez, C., and Camargo-Uribe, A. (2016). Cognitive style and educational performance. The case of public schools in Bogotá, Colombia. Educational Psychology, 36(4), 719–737.
Howard-Jones, P. A. (2014). Neuroscience and education: myths and messages. Nature Reviews Neuroscience, 15(12), 817.
Hsu, L. (2016). An empirical examination of EFL learners’ perceptual learning styles and acceptance of ASR-based computer-assisted pronunciation training. Computer Assisted Language Learning, 29(5), 881–900.
Jamieson, J. (1992). The cognitive styles of reflection/impulsivity and field independence/dependence and ESL success. The Modern Language Journal, 76(4), 491–501.
Joy, S., and Kolb, D. A. (2009). Are there cultural differences in learning style? International Journal of Intercultural Relations, 33(1), 69–85.
Keefe, J. W. (1979). Learning style: An overview. NASSP’s Student learning styles: Diagnosing and prescribing programs (pp. 1-17). Reston, VA. National Association of Secondary School Principals.
Keefe, J. W. (1987). Learning Style Theory and Practice. Reston, VA: National Association of Secondary School Principals.
Keefe, J. W. (1991). Learning style: Cognitive and thinking skills. Reston, VA: National Association of Secondary School Principals.
Khojastenejad, Z., and Pishkar, K. (2015). The Relationship between Iranian EFL Learners’ Sensory Learning Style and Their Autonomy Level. Journal of Applied Linguistics and Language Research, 2(6), 179–189.
Kinsella, K. (1996). Designing group work that supports and enhances diverse classroom work styles. TESOL Journal, 6(1), 24–30.
Kozhevnikov, M. (2007). Cognitive styles in the context of modern psychology: Toward an integrated framework of cognitive style. Psychological Bulletin, 133(3), 464–481.
Krätzig, G. P., and Arbuthnott, K. D. (2006). Perceptual learning style and learning proficiency: A test of the hypothesis. Journal of Educational Psychology, 98(1), 238.
Lee, C., Yeung, A. S., and Ip, T. (2016). Use of computer technology for English language learning: do learning styles, gender, and age matter? Computer Assisted Language Learning, 29(5), 1035–1051.
Littlemore, J. (2001). Metaphoric competence: A language learning strength of students with a holistic cognitive style? TESOL Quarterly, 35(3), 459–491.
Luchow, J. P., and Shepherd, M. J. (1981). Effects of multisensory training in perceptual learning. Learning Disability Quarterly, 4(1), 38–43.
Mahdjoubi, L., and Akplotsyi, R. (2012). The impact of sensory learning modalities on children’s sensitivity to sensory cues in the perception of their school environment. Journal of Environmental Psychology, 32(3), 208–215.
Martin, S. (2012). Does instructional format really matter? Cognitive load theory, multimedia and teaching English Literature. Educational Research and Evaluation, 18(2), 125–152.
Massa, L. J., and Mayer, R. E. (2006). Testing the ATI hypothesis: Should multimedia instruction accommodate verbalizer-visualizer cognitive style? Learning and Individual Differences, 16(4), 321–335.
Merriam, S. B., and Caffarella, R. S. (1999). Learning in Adulthood: A comprehensive guide (2nd ed.). San Francisco: Jossey-Bass.
Messick, S. (1976). Individuality in Learning: Personality consistencies in cognition and creativity. San Francisco: Jossey-Bass.
Montero Perez, M., Peters, E., and Desmet, P. (2018). Vocabulary learning through viewing video: the effect of two enhancement techniques. Computer Assisted Language Learning, 31(1-2), 1-26.
Mulalic, A., Shah, P., and Ahmad, F. (2009). Perceptual learning styles of ESL students. European Journal of Social Sciences, 7(3), 110–113.
Murphy, N. (1997). A multisensory vs. conventional approach to Teaching spelling [Unpublished master’s thesis]. Kean College of New Jersey.
Murray, E. A., and Mishkin, M. (1985). Amygdalectomy impairs crossmodal association in monkeys. Science, 228(4699), 604–606.
Ormrod, J. E. (2008). Educational Psychology: Developing learners (6th ed.). Upper Saddle River, NJ: Pearson.
Ortega, L. (2018). Ontologies of language, second language acquisition, and world Englishes. World Englishes, 37(1), 64–79.
Oxford, R. L. (1990). Language Aptitude Reconsidered: Styles, strategies, and aptitude: Connections for language learning. Prentice Hall.
Oxford, R. L. (1993). Style Analysis Survey (SAS). Tuscaloosa, AL: University of Alabama.
Paivio, A. (1986). Mental Representations: A dual coding approach. Oxford University Press.
Pashler, H., McDaniel, M., Rohrer, D., and Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9(3), 105–119.
Peacock, M. (2001). Match or mismatch? Learning styles and teaching styles in EFL. International Journal of Applied Linguistics, 11(1), 1–20.
Rao, Z. (2011). Bridging the gap between teaching and learning styles in East Asian contexts. TESOL Journal, 11(2), 5–11.
Reid, J. M. (1984). Perceptual Learning Style Preference Questionnaire. In Reid, J. M. (Ed.). (1995). Learning Styles in the ESL/EFL Classroom (pp. 202-207). Boston: Heinle & Heinle.
Reid, J. M. (1987). The learning style preferences of ESL students. TESOL Quarterly, 21(1), 87–111.
Reid, J. M. (1995). Learning styles in the ESL/EFL classroom: ERIC.
Reid, J. M. (1987). The Learning Style Preferences of ESL Students. TESOL Quarterly, 21, 87–109.
Rezler, A. G., and Rezmovic, V. (1981). The Learning Preference Inventory. Journal of Allied Health, 10(1), 28–34.
Riding, R. J. (1997). On the nature of cognitive style. Educational Psychology, 17(1–2), 29–49.
Riding, R. J., and Cheema, I. (1991). Cognitive styles—an overview and integration. Educational Psychology, 11(3–4), 193–215.
Riding, R., and Agrell, T. (1997). The effect of cognitive style and cognitive skills on school subject performance. Educational Studies, 23(2), 311–323.
Riener, C., and Willingham, D. (2010). The myth of learning styles. Change: The Magazine of Higher Learning, 42(5), 32–35.
Rogowsky, B. A., Calhoun, B. M., and Tallal, P. (2015). Matching learning style to instructional method: Effects on comprehension. Journal of Educational Psychology, 107(1), 64–78.
Shams, L., and Seitz, A. R. (2008). Benefits of multisensory learning. Trends in Cognitive Sciences, 12(11), 411–417.
Shepard-Carey, L. (2020). Making sense of comprehension practices and pedagogies in multimodal ways: A second-grade emergent bilingual’s sensemaking during small-group reading. Linguistics and Education, 55, Article 100777.
Sternberg, R. J., Grigorenko, E. L., and Zhang, L. F. (2008). Styles of learning and thinking matter in instruction and assessment. Perspectives on Psychological Science, 3(6), 486–506.
Tabatabaei, O., and Mashayekhi, S. (2012). The relationship between EFL learners’ learning styles and their L2 achievement. Procedia-Social and Behavioral Sciences, 70, 245–253.
Thang, S. M., Nambiar, R. M., Wong, F. F., Jaafar, N. M., and Amir, Z. (2015). A clamour for more technology in universities: What does an investigation into the ICT use and learning styles of Malaysian ‘Digital Natives’ tell us? The Asia-Pacific Education Researcher, 24(2), 353–361.
Tinajero, C., and Páramo, M. F. (1997). Field dependence-independence and academic achievement: A re-examination of their relationship. British Journal of Educational Psychology, 67, 199–212.
Tomlinson, B. (2008). English Language Learning Materials: A critical review: Bloomsbury Publishing.
Tuan, L. T. (2011). EFL learners’ learning styles and their attributes. Mediterranean Journal of Social Sciences, 2(2), 299–320.
Willingham, D. T., Hughes, E. M., and Dobolyi, D. G. (2015). The scientific status of learning styles theories. Teaching of Psychology, 42(3), 266–271.
Wintergerst, A. C., DeCapua, A., and Verna, M. A. (2003). Conceptualizing learning style modalities for ESL/EFL students. System, 31, 85–106.
Wright, B. A., and Zhang, Y. (2009). A review of the generalization of auditory learning. Philosophical Transactions of the Royal Society B: Biological Sciences, 364(1515), 301–311.
Objavljeno
2022-12-05
Kako citirati
Shi Y.- shan, & Tsai C.- yung. (2022). Kanonično-korelacijska analiza: učne preference in senzorično specifični dražljaji učne snovi angleščine. Revija Za Elementarno izobraževanje, 15(4), 493-510. https://doi.org/10.18690/rei.15.4.493-510.2022
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Copyright (c) 2022 Yi-shan Shi, Chih-yung Tsai
To delo je licencirano pod Creative Commons Priznanje avtorstva 4.0 mednarodno licenco.