Learning English Through the Adaptive Model of e-Learning Reflecting Learner's Sensory Characteristics

The main objective of the article is (1) to introduce the adaptive model of e-learning, which was designed by the University of Ostrava, Czech Republic, and (2) to present and discuss results of two researches conducted within the model and focusing on self-study activities reflecting learners’ sensory preferences in learning English. In both researches, data were collected by standardized English grammar tests, by VARK questionnaire and non-standardized pre-tests and post-tests. Four hypotheses were tested; two of them focusing on the role of learner’s sensory preferences, other two ones examining the support of visual and aural study materials in listening comprehension and reading comprehension. Results were not statistically significant; however, slight impact of visual materials in reading comprehension and aural materials in reading comprehension was detected.

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