Design of a Cybertask for Undergraduate Students: The Influence of Learning Styles on Task Completion

Abstract

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.