A survey on the first – year students’ English language learning style preferences at Hanoi University of Business and Technology = Khảo sát phong cách học tiến

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. Observation and Active Experimentation. The combination of these approaches results in four learning styles: converger (characterized by abstract conceptualization and active experimentation),. 2. Aims of the study The survey on the first- year students‟ English language learning style preferences at Hanoi University of Business and Technology aims at certain points. Firstly, the. Research questions The survey intends to investigate the English language learning style preferences of the first- year students at Hanoi University of Business and Technology and the extent of

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TABLE OF CONTENTS
LIST OF GRAPHS AND TABLES
PART A: INTRODUCTION
1. Rationale
2. Aims of the study
3. Research questions
4. Significance of the study
5. Scope of the study
6. Organization of the study
PART B: DEVELOPMENT
1.1. Definition of learning style
1.2. The origins of human’s learning style preferences
1.3. Background History – Categorization of learning styles
1.3.1. Background
1.3.2. Categorization of learning styles – Definition of terms
1.4. Students’ learning style preferences
1.5. Mismatch between teachers’ and students’ perceptions of learning style
CHAPTER 2: METHODOLOGY
2.1 Methods of the study
2.2 Methodology and procedures

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A survey on the first – year students’ English language learning style preferences at Hanoi University of Business and Technology = Khảo sát phong cách học tiến

Thông tin tài liệu

Từ khóa liên quan

Mục lục

TABLE OF CONTENTS

LIST OF GRAPHS AND TABLES

PART A: INTRODUCTION

1. Rationale

2. Aims of the study

3. Research questions

4. Significance of the study

5. Scope of the study

6. Organization of the study

PART B: DEVELOPMENT

1.1. Definition of learning style

1.2. The origins of human’s learning style preferences

1.3. Background History – Categorization of learning styles

1.3.1. Background

1.3.2. Categorization of learning styles – Definition of terms

1.4. Students’ learning style preferences

1.5. Mismatch between teachers’ and students’ perceptions of learning style

CHAPTER 2: METHODOLOGY

2.1 Methods of the study

2.2 Methodology and procedures

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