Learning Styles and Task Preferences in Online Language Courses: Match or Mismatch?

Autor/inn/en	Hosseini, Hamed Mohammad; Mehraein, Sepideh
Titel	Learning Styles and Task Preferences in Online Language Courses: Match or Mismatch?
Quelle	In: Cypriot Journal of Educational Sciences, 17 (2022) 1, S.81-94 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Hosseini, Hamed Mohammad) ORCID (Mehraein, Sepideh)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-905X
Schlagwörter	Cognitive Style; Online Courses; Second Language Learning; Second Language Instruction; English (Second Language); Preferences; Student Attitudes; Individual Characteristics; Instructional Materials; Task Analysis; Private Education; Foreign Countries; Iran (Tehran) + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; Online course; Online-Kurs; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Schülerverhalten; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Aufgabenanalyse; Privatunterricht; Ausland
Abstract	Despite the widespread recognition of learning styles (LSs) in online language learning contexts, there seems to be a paucity of research on their direct role in learners' task preferences. Therefore, this article aims to investigate the role of LSs in learners' preferences for the specific tasks added to the typical online English learning classrooms. To accomplish this objective, data were collected through a questionnaire of LSs, task ratings and semi-structured interviews. The quantitative data revealed learners with certain dominant LSs had preferences for tasks with features consistent with their individual characteristics. The thematic data analyses went further by showing that an awareness of LSs could help learners better select their preferred tasks. It is concluded that online instructors could use tasks with specific features based on the learners' LSs and help them have an awareness of their individual characteristics in order that they can benefit more from the instructional materials. (As Provided).
Anmerkungen	Birlesik Dunya Yenilik Arastirma ve Yayincilik Merkezi. Sht. Ilmiye Sakir Sokak, No: 9, Ortakoy, Lefkosa, 2681, Cyprus. e-mail: editor.cjes@gmail.com; Web site: https://un-pub.eu/ojs/index.php/cjes/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01