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加拿大时尚学作业代写:学习风格偏好问卷

仪器用于本研究学习风格偏好问卷改编自愿意(1988)。4点李克特量表问卷由45项“你如何学习最有效”;范围从1:强烈不同意4:强烈同意。这是驾驶之前实际的数据收集和可靠性量表的阿尔法是0.844。调查问卷由四个类别(交际、混凝土、Authority-Oriented和分析学习者)。二十四项列表的45项有关这四种类型选择和修改基于伊朗英语大一大学生学习。项目1到6代表学习者谁喜欢通过看或听母语学习,用英语用英语和朋友聊天和看电视,和学习通过对话(交际学习者)。项目7到12个代表学习者喜欢学习通过游戏,电影,磁带,成对,和使用英语课堂外的混凝土(学习者)。项目13到18代表学习者更喜欢他们的老师解释一切的人,有自己的教科书,学习语法,通过阅读、学习和学习新单词通过观察(Authority-Oriented学习者)。项目19到20四名代表学习者喜欢学习语法规则,学习英语的书,读报纸,学习靠自己,发现自己的错误,和工作问题设定的老师(分析学习者)。

加拿大时尚学作业代写:学习风格偏好问卷

The instrument utilized in this study was the Learning Style Preferences Questionnaire adapted from Willing (1988). The four-point Likert scale questionnaire consisted of 45 items on “How do you learn best”; ranged from 1: Strongly Disagree to 4: Strongly Agree. It was piloted prior to the actual data collection and the reliability Cronbach’s Alpha was 0.844. The questionnaire consisted of four categories (Communicative, Concrete, Authority-Oriented, and Analytical learners). A list of twenty four items out of forty five items related to these four types were chosen and modified based on the Iranian EFL freshman university students’ learning. Items one to six represented learners who liked to learn through watching and or listening to native speakers, talking to friends in English and watching television in English, and learn through conversations (Communicative Learners). Items seven to twelve represented learners who liked to learn through games, films, cassettes, talking in pairs, and using English outside of the classroom (Concrete Learners). Items thirteen to eighteen represented learners who preferred their teachers to explain everything to them, have their own textbooks, study grammar, learn by reading, and learn new words by seeing the words (Authority-Oriented Learners). Items nineteen to twenty four represented learners who liked studying the rules of grammar, studying English books, reading newspapers, studying by themselves, finding their own mistakes, and working on problems set by the teacher (Analytical Learners).

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