Student learning styles and CAI and/or lecturing: The differential effects of instructional method

Abstract

A question frequently asked is whether the use of technology is better than the non-use of technology for L2 learning. The purpose of this study is to determine whether instructional method (i.e. lecture vs. CAl vs. combined) affects language achievement differentially for ESL students with dissimilar learning styles. The results of the study indicate that students with dissimilar learning styles achieve differentially as a result of instructional meth~d. The interaction between learning styles and instructional method was statistically significant. I 'n Vraag wat baie gevra word is of die gebruik van tegnologie beter is vir tweedetdal leerders as die nie-gebruik van tegnologie. Die doel van hierdie studie is om vas te stellof onderrigmetode (/esing of rekenaar gesteunde onderrig of 'n. kombinasie van die twe1e) taalleer uitkomste van Engels tweedetaal leerders met verskil/ende leerstyle verskillefd bei'nvloed. Die bevindinge van hierdie studie toon aan dat leerders met verskil/enae leerstyle verskillend presteer as gevolg van die onderrigmetode. Die wisselwerking tuss~n leerstyle en onderrigmetode was statisties beduidend.