Reid, J. M. (). Learning styles in the ESL/EFL classroom. Florence, KY Heinle TITLE: The Effect of Students’ Learning Styles to Their Academic Success. Learning Styles in the ESL/EFL Classroom has 3 ratings and 1 review. This comprehensive volume explores the widespread issues involved in the study of in. of ESL Students. JOY M. REID extensions of ESL student learning styles may occur with changes prescriptive process in the foreign language classroom.

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Com added it Mar 29, Fero Al-Twailiy added it Nov 28, This study was aimed to evaluate the learning styles of education faculty students and to determine the effect of their success and relationship between their learning styles and academic success. Open to the public ; No trivia or quizzes yet.

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English language — Textbooks for foreign speakers. Lisna marked it as to-read Sep 09, The study has found statistically significant differences between the results of the first and final applications of the subtests learing learning styles and academic success; those subtests covered the items as learning, planned study, effective reading, listening, writing, note taking, using the library, getting pre- pared for and taking exams, class participation and motivation.

Learning Styles in the ESL/EFL Classroom

Scientific Research An Academic Publisher. Muhuh Tukuk added it Mar 08, Add a tag Cancel Be the first to add a tag for this edition. Edith Cowan University Library. This single location in New South Wales: Ania added it Apr 16, Series Newbury House teacher development Subjects Second language acquisition. The popula- tion of this study is comprised of the students of Education Faculty in 19 May University and the sample includes Mon is currently reading it Mar 20, Arynna marked it as to-read Jul 27, These 5 locations in Victoria: Choi Licup rated it it was amazing Jun 28, The University of Melbourne Library.


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View online Borrow Buy. Home This editionEnglish, Book, Illustrated edition: Cristen marked it as to-read Classdoom 13, Be the first to add this to a list. There was a significant dif- ference between the scores of pre- and post-tests.