The Relationship between Iranian EFL Instructors' Understanding of Learning Styles and Their Students' Success in Reading Comprehension
作者： Marzieh Khademi , Khalil Motallebzadeh , Hamid Ashraf
DOI: 10.5539/ELT.V6N4P134
关键词:
摘要: Many variables reasonably influence teachers’ education. One of these considering is being aware the students’ learning styles. Dornyei (2005) maintains that individual differences correlate strongly with L2 achievements. Keefe (1979) believes styles might be thought as cognitive, affective, and physiological traits are relatively stable indicators how learners perceive, interact with, respond to environment. The present study investigated relationship between Iranian EFL instructors’ understanding their success in reading comprehension tests. To achieve this goal, researchers randomly selected 240 instructors at tertiary level more than three years experience teaching courses. Teacher’s View over Students’ Learning Preferences Inventory (TVSLPI) well a test language proficiency (MELAB) was employed study’s instruments. findings revealed significant (p?0.05) recognition test. Besides, results interviews showed have approximately similar attitudes toward contexts.
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