This article discusses the implications for teachers from a small-scale research project carried out at the language institute of the University of Graz, Austria, and was run in four general English classes of B1 level. The aim of the study was to determine if the strategies learners used was reflected in their primary learner preferences.
At the beginning of the semester, learners were given a questionnaire to determine their preferred modes of learning. These were based on three different models which were also discussed in class. All together, 66 students took part, the majority being female (48) and from . . .
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