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s.  In  other  words,  teachers  should  highlight student-centered classroom and create an environment that helps students understand, use and  strengthen  their  own  and  other  perceptual  learning  styles,  by  using  a  number  of teaching methods and acting as a facilitator. Claxton and Murrell (1987) assume that it is significant  for  students  to  learn  how  to  learn, and  perceptual  learning  styles  information can improve students’ self-confidence and academic achievements. 
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Chapter Three Research methodology ..... 19 
3.1 Research questions ........ 19 
3.2 Research subjects .......... 19 
3.3 Research instruments ..... 19 
3.3.1 Questionnaires ..... 19 
3.3.2 Vocabulary tests ............ 20 
3.3.3 Interview ..... 21 
3.3.4 SPSS ........... 21 
3.4 Research procedures ...... 21 
3.5 Data collection ..... 30
hapter Four Data analysis and discussion ..... 31 
4.1 Data analysis and discussion of questionnaire 1 in EC ...... 31 
4.2 Data analysis and discussion of questionnaire 2 in EC and CC ........... 32 
4.3 Data analysis and discussion of the pre-test and the post-test ..... 35
4.4 Analysis and discussion of the interview .......... 40 
Chapter Five Conclusion ......... 43 
5.1 Major findings ..... 43
5.2 Implications ......... 44 
5.2.1 Implications for students ...... 44 
5.2.2 Implications for teachers ...... 45 
5.3 Limitations ........... 45 
5.4 Suggestions for further research ..... 46 

Chapter Four Data analysis and discussion 

This  chapter  focuses  on  the  analysis  and  discussion  of  the  results  of  the  research, including the questionnaires, tests and the interview. The data of the results is analyzed by both qualitative and quantitative analysis methods. 

4.1 Data analysis and discussion of questionnaire 1 in EC 

In order to investigate the experimental subjects’ distribution and the teacher’s mode of  perceptual  learning  style  preference,  the  questionnaires  of  Perceptual  Learning  Style Preference  (see  Appendix  I)  were  handed  out  to  the  43  experimental  students  and  the teacher at the beginning of the experiment. There are 30 questions which are divided into 6 dimensions.  And  the  items  of  questionnaire  were  translated  into  Chinese  to  ensure  the students  could  have  a  full  understanding  of  the  questions.  Finally  42  valid  questionnaires were  collected.  The  following  Table  4.1  presents  the  descriptive  statistics  of  perceptual learning styles of students.   Table  4.1  shows  the  general  distribution  of  perceptual  learning  styles.  The  results indi本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。