On the Relationship between Learning Style and the Use of Pictures in Comprehension of Idioms among Iranian EFL Learners
The use of pictures in modern textbooks, multi-media programs and CALL packages seems to be an ever increasing phenomenon. As the individual learners differ in the way they pick up new material, this study aimed to investigate the relationship between the learning styles of the learners on the one hand and the use of pictures in comprehension of idiomatic expressions on the other among Iranian EFL learners. To this end, a total number of 39 B.A University students in two intact classes, majoring in English translation and English literature, received different instructions on a number of opaque idioms. Both groups were provided with definitions and examples for idioms; however, the picture group also took advantage of pictures for the target idioms. The findings revealed that a positive correlation existed between the participants' learning styles and their comprehension of idioms in the picture group.
This paper aims to provide recommendations for improving the effectiveness of automatic, student-adaptive, simulation-based driver training. Using experiments and recorded data in driving simulators, three distinct issues are discussed: 1) the student, 2) the virtual driving instructor (VDI), and 3) the student-profile. We found that: first, students seek task-relevant information themselves; not providing them with feedback can be beneficial. Second, an intelligent VDI that emulates a human driving instructor is not favored. To the contrary, regressive instruction -- a relatively simple principle -- was effective in letting students drive away autonomously. Third, constructing a student-profile based on individual characteristics, such as a strength-weakness report, is viable for providing student-adaptive feedback.