Learning style and cultural differences

Learning style is the most important variable that affects the success of English learning. It can both give full play to student＇s learning superiority and make up their inferiority. The formation of learning style is related with external elements, including culture. Chinese culture greatly differs from American culture. With the distinct cultural differences, the learning styles of the Chinese student and the American student show clear differences.

Teaching for Learning Styles and Multiple Intelligences: a Personal Reflection

The paper reviewed what the literature has said about learning styles and multiple intelligences. By practicing a personal reflection on learning styles and multiple intelligences, the paper indicated that teachers need make paradigm shift respecting the fact that every student is gifted and can be taught with the same contents, approaches and assessment. Teaching for diversity should be implemented.

Exploring the Relationship between Learning Styles and Proficiency in Verbal Communication

In the light of need to use learning styles to enhance verbal proficiency,this paper will explore the interconnectedness of learning styles and proficiency in verbal communication.It will first introduce the background of the study.This will be followed by an overview of the research on related literature and studies in the field.Lastly the paper concludes that foreign language teachers should give attention to the styles for languages learning and verbal proficiency since they are closely correlated.

Application of Learning Style Theory in an English-teaching Activity

Language teaching is demanding.The focus of language teachers nowadays has been extended to a broader area.In the TESOL context,the findings and research of learning style have raised the attention of language teachers,who have to take the responsibility to study how to improve the teaching results according to different learners.This essay attempts to demonstrate a language-teaching activity in a typical English class and discuss the application of learning style theory in it so as to improve the practical English teaching in China.

English Learning Styles and English Achievements of Students Majoring in P.E.,Art and Music

Learning styles are considered as an important individual difference of affecting learning efficiency and English achievements.This research focuses on the sophomores whose majors are Physical Education (P.E.),Art and Music (P.A.M.students) in Yangtze Normal University to investigate into total learning styles,the relationships concerning major,English achievement respectively with learning styles.The results show that participants prefer group learning style rather than auditory learning style;there is no possible links between learning styles and their majors,and English achievements.

The Influence of Gender Differences on Language Learning Styles

Generally language learning styles are classified as sensory style and cognitive style. This thesis analyzes the different characteristics of male and female college students in their language learning styles,thus put forwards the strategy of teaching through individuality.

Rethinking on Matching Teachers' Teaching Styles with Students' Learning Styles in ESL/EFL Classrooms

Teaching styles and learning styles play important parts in ESL/EFL classrooms. However, is it necessary for language teachers to match their teaching styles with their students' learning styles?Is it feasible for the teachers to match their teaching styles to every individual student's learning styles?Because of the incompatible learning and teaching styles, suggestions on how to deal with the difficulties in the matching of these two styles will be given.

Investigation of the Relevance Between Electronic Courseware Implementation and Students’ Learning Styles

Currently many methods of implementation are available if we want the com＇seware to be used in e-learning interactivly with media rich. This paper focuses the attention to the relevance between various implementations in presentation adopted in the courseware and students＇ learning styles, in order to consider what kind of implemenation or description is preferable to what kind of students or order to support their leaming. We carded out the canonical correlation analysis for this purpose and investigated this relevance on the basis of the experiments. Main results of the experiment are given with detailed disoussion.

The Influence of Learning Style on Second Language Acquisition

Different theorists hold their own idea of learning style and thus lead to various models of learning style. Numerous studies in the field of second language acquisition has been done to prove whether there is a correlation between learning style and second language achievement. The bulk of research indicates that there is a strong relationship between learning styles and language learning outcomes. Learning style is of great importance in second language learning.

Research on Image Generation and Style Transfer Algorithm Based on Deep Learning

Aiming at the current process of artistic creation and animation creation, there are a lot of repeated manual operations in the process of conversion from sketch to the stylized image. This paper presented a solution based on a deep learning framework to realize image generation and style transfer. The method first used the conditional generation to resist the network, optimizes the loss function of the training mapping relationship, and generated the actual image from the input sketch. Then, by defining and optimizing the perceptual loss function of the style transfer model, the style features are extracted from the image, thereby forming the actual The conversion between images and stylized art images. Experiments show that this method can greatly reduce the work of coloring and converting with different artistic effects, and achieve the purpose of transforming simple stick figures into actual object images.

Chinese Students' Learning Styles & Strategies in the IELTS“Speaking& Writing”Preparation

The IELTS(International English Language Testing System)exam has enjoyed its popularity in China for over 30years;still the number of the Chinese candidates is increasing.Undoubtedly,the stability and the scientificity of this testing system are acknowledged internationally.When it comes to sitting for the IELTS exam,however,the Chinese students often find it very difficult to achieve a band 7 in speaking and writing.The question is,however,why is getting a band 7 such a painful journey for many Chinese IELTS candidates?This report will explore some of the underlying causes and propose possible solutions.Most importantly,the author will share some of his own teaching experience in the preparation of speaking and writing sections for Chinese IELTS candidates in terms of their learning styles and strategies in the IELTS study.

COVID-19 and Learning Styles: GCET as Case Study

The COVID-19 pandemic has caused higher educational institutions around the world to close campus-based activities and move to online delivery.The aim of this paper is to present the case of Global College of Engineering and Technology(GCET)and how its practices including teaching,students/staff support,assessments,and exam policies were affected.The paper investigates the mediating role of no detriment policy impact on students’result along with the challenges faced by the higher educational institution,recommendations and suggestions.The investigation concludes that the strategies adopted for online delivery,student support,assessments and exam policies have helped students to effectively cope with the teaching and learning challenges posed by the COVID-19 pandemic without affecting their academic results.The study shows that 99%of students were able to maintain the same or better level of performance during the 1st COVID-19 semester.One percent of students had shown a slight decrease in their performance(about 1%–2%)with respect to their overall marks pre-COVID-19.The no detriment policy has succoured those 1%of the students to maintain their overall performance to what it used to be pre-COVID-19 pandemic.Finally,the paper provides the list of challenges and suggestions for smooth conduction of online education.

Iranian English Foreign Language Learners＇ Learning Style Sensory Preferences and Their Speaking Strategy Use Across Proficiency

This study investigates the relationship between Iranian EFL （English as a Foreign Language） learners＇ sensory preferences： Visual, Audial, and Haptic （VAH） and the learners＇ speaking strategy use across proficiency. To this end 146 Iranian EFL learners studying English at different levels of language proficiency, participated in this study. O＇Brien＇s （1990） learning channel preference checklist was given to students to determine their sensory preferences In addition, a Speaking Strategy questionnaire （an adaptation of strategy inventory for language learning （SILL）, focusing on strategies used at the time of Speaking） was also given to the students in another session. The data were analyzed using multivariate ANOVA （MANOVA） in order to probe the relationship between Iranian EFL Learners＇ Learning Style Sensory Preferences and their speaking strategy use across proficiency. Based on the results, it can be claimed that there was a weak to moderate interaction between the proficiency levels and preference of speaking strategies on the learning styles of the Iranian EFL learners.

Learning Style Preferences and the Level of L2 Achievement: A Case Study of EFL College Students

This study investigated the relationship between learning styles preferences of English as foreign language (EFL)college students from three different achievement levels and to explore whether there is statistically significantdifference between different achievement levels and different learning styles. A total of 120 EFL freshman collegestudents from high, intermediate, and basic levels in Taiwan participated in the present study. Using a learning stylepreference checklist, students’ perceptional learning styles were first explored in terms of preferences. 120participants with different levels were classified based on their English scores on College Entrance Exam. With theuse of descriptive statistics and a one-way analysis of variance (ANOVA), the results indicated that specificlearning style preference correlated with certain achievement levels of students. Students with differentachievement levels preferred significantly certain style preference to other style comparing to other achievementlevels. It seems that learning styles preferences may not definitely relate to a student’s achievement levels. Certainvariables may also probably affect learning style preferences with respect to English performance.

Effective combination of learning styles and college English teaching

Students preferentially take in and process information in different ways, and teaching methods also should vary accordingly. How much a student can learn is also determined by the compatibility of the student＇s learning styles and the teacher＇s teaching styles. It is important for teachers to know their learners＇ preferred learning styles because this knowledge will help teachers to plan their lessons to match or adapt their teaching and to provide the most appropriate activities to suit a particular learner group.

How Do Hospitality and Tourism Undergraduate Students Learn？ From a Perspective of Learning Styles

This theoretical paper presents the influence of learning styles and culture values on facilitating undergraduate students＇ learning. Learning styles describe the way people process information. Many learning style inventories have been developed and applied widely, for example, Kolb＇s Learning Style Inventory （LSI） and Honey and Mumford＇s Learning Styles Questionnaire （LSQ）. However, limited research has been conducted in the field of hospitality and tourism higher education, particularly in eastern culture. Past research in the hospitality and tourism higher education did not reveal if certain learning styles can contribute to better learning outcomes, however, there is a significant difference in preferred learning styles of students in terms of different cultural values. Therefore, it makes it pivotal to consider the influence of culture difference when examining how learning styles contribute to better learning outcomes in future research. Therefore, hospitality and tourism educators can properly plan useful strategies to accommodate different learning styles and enhance students＇ learning.

An Analysis of the Impact of Language Learning Styles on Learning Strategy Preferences

This study is designed to explore the impact of LLS （Language Learning Styles） on learning strategy preferences through questionnaire and data analysis. The aim of the study is to make an through investigation of Chinese non-English majors＇ learning styles and their learning strategies in English study, and to analyze the impact of learning styles on learning strategy preferences statistically so as to provide empirical evidence in this field, and then present some implications for college English teaching and learning in Chinese context. This study has significance for pedagogy. Teachers should make language learners aware of their own learning styles and strategy preferences and help them select strategies matching their own style preferences in second language learning. It is hoped that this study can benefit language teachers, learners, and researchers to some extent and can spark more teaching research in the future.

Relationship Between English Learning Strategies and Learning Style Preferences： An Empirical Study

In recent years, research emphasis in the field of SLA （second language acquisition） has shifted to the study of the learning process and behaviors of learners than that of teachers. Researches concerning the learners＇ language learning strategies and learning styles have been conducted in different cultural backgrounds. However, comparatively speaking, there are few studies focusing on the relationship between language learning strategies and learning style preferences in English learning among Chinese students. This paper elaborates on the research questions and hypotheses according to the English Learning Questionnaire, which consists primarily of SILL （Strategy Inventory for Language Learning） （Oxford, 1990） and PLSP （Perceptual Learning Style Preference） Survey （Reid, 1987） to identify their English learning strategy uses and learning style preferences. Then, with statistical analysis （by SPSS （Statistical Product and Service Solutions）） of the results of the questionnaire, discussions are made on the correlation between learning strategies, learning style preferences, and their gender differences, followed by pedagogical implications for English teaching and learning in the university settings in China.

Does Time Studying of Spanish Make Learners More Cognizant of Their Learning Styles？ Evidence From Novice and Senior L2 Spanish Learners

This study explored the perceptual learning style preferences in L2 （second language） Spanish. A group of first-semester and fifth-semester university students participated. The aim was to verify whether time studying of Spanish would strengthen learning preferences making senior students more cognizant of their preferred styles. Senior students were, therefore, more expected to self-report major （i.e., strong） style preferences than novice students. The participants completed a style questionnaire and named preferred in-class language activities. Results showed that the novice rather than the senior students, self-reported strong style preferences. The senior students consistently reported minor preferences and named activities that favored peer collaboration over perceptual styles. It is likely that after several semesters of learning Spanish, senior students were less certain as to whether language learning relies on strong style preferences. Instead, they probably learned to acknowledge the benefits of a flexible disposition, integrating several minor style preferences for a successful learning of Spanish.

The Relationship between Learning Styles and Students’ Identity Styles

The aim of this study was to investigate the relationship between learning styles and identity styles Students. The study consisted of all high school students and community solidarity (second period) in the 2014-2015 school year resident of the city of Sabzevar that 100 people were selected by multistage random cluster sampling. Kolb’s Learning Styles Inventory Tool questionnaire identity styles Bennion-Adams used the results showed that successful identity styles between style concrete experience, reflective observation, abstract conceptualization and active experimentation students have a significant relationship. Among the components of a successful style only concrete experience, reflective observation and active experimentation to predict and successful identity and disoriented style of abstract conceptualization learning style to predict. Also a significant relationship between the identities of the student field does not exist. Among the students, there is significant gender identity style making.