Design of a Cybertask for Undergraduate Students: The Influence of Learning Styles on Task Completion
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comunitat-uji-handle2:10234/8015
comunitat-uji-handle3:10234/8621
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INVESTIGACIONMetadatos
Título
Design of a Cybertask for Undergraduate Students: The Influence of Learning Styles on Task CompletionAutoría
Fecha de publicación
2014Editor
Gema Alcaraz-Mármol and Imelda K. Brady. Universidad Católica San Antonio de Murcia (UCAM)ISSN
1988-1746Tipo de documento
info:eu-repo/semantics/articleVersión de la editorial
http://www.ucam.edu/corell/issuesVersión
info:eu-repo/semantics/publishedVersionPalabras clave / Materias
Resumen
Learning styles play a significant role in language teaching and learning
(Robertson & Nunn, 2013) in relation to task completion. During the past decade, numbers
of studies have demonstrated the importance of ... [+]
Learning styles play a significant role in language teaching and learning
(Robertson & Nunn, 2013) in relation to task completion. During the past decade, numbers
of studies have demonstrated the importance of learning styles in language learning (Pei-
Shi, 2012); although little attention has been paid to the influence of learning styles on task
completion (Girón-García, 2013). For the purpose of our present study, this work has been
based upon the examination and description of a pedagogical activity (also called
‘Cybertask’) with a group of university students selected from the English Studies degree at
‘Universitat Jaume I’ (Spain). The results obtained lead us to suggest interesting concepts
such as ‘Successful Task completion’, ‘Style-switching, ‘Style-blending’, and ‘Learning
trait’, which we may consider as relevant to teachers making learners more independent and
more effective in their language learning process. [-]
Publicado en
CORELL: Computer Resources for Language Learning, 2014, núm. 4Derechos de acceso
http://rightsstatements.org/vocab/CNE/1.0/
info:eu-repo/semantics/openAccess
info:eu-repo/semantics/openAccess
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