Abstract
Learning styles and brain-dominance preferences continue to attract, today, the attention of both researchers and practitioners in the field of education. Learners are different from each other and this difference matters in learner-centred instruction. This work is an attempt to identify the students’ learning-style and brain-dominance profiles at the Department of English, Larbi Ben M’hidi University, Oum el Bouaghi, Algeria. Seventy two Master Two-level students took part in this study. The Barsch Learning-Style Inventory and the Brain-Dominance Inventory were used as data collection tools. The results show that most of the participants have a visual mode of learning, whether predominantly or in combination with the auditory mode. In addition, the majority of the students are found to have a slight preference either to the left- or the right-brain hemisphere. The paper eventually discusses ways to enable teachers to tailor classroom instructional strategies to students’ learning preferences, and hence capitalize on their learning strengths.
Highlights
Learning styles and brain-dominance preferences continue to attract, today, the attention of both researchers and practitioners in the field of education
Learners are different from each other and this difference matters in learner-centred instruction
The Barsch Learning-Style Inventory and the Brain-Dominance Inventory were used as data collection tools
Summary
Learning styles and brain-dominance preferences continue to attract, today, the attention of both researchers and practitioners in the field of education. Investigating Algerian EFL Students’ Learning-Style and Brain-Dominance Profiles
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