1

Abstract

Learning is a never-ending process, and a process is an event that leads to a specific

outcome. Understanding will not be accomplished if challenges will cause the learning process
to be delayed or stopped. A successful learning plan will resolve these challenges, resulting in
learning that is personalized to the learner’s needs. The mismatch will grow as a result of the
ineffective use of approaches, techniques, and tactics with the learners. Successful teaching
and student learning can be achieved by recognizing the learner’s style and preferred learning
modalities. Each student has his or her own learning style and preferences. Some people
discover their dominant learning style, while others use various learning styles in different
circumstances.

This study mainly focuses on the preferred learning modality among the Grade 10
Venus students. By giving the students a questionnaire, the researcher was able to gather the
data needed for this study. A total of 19 students served as respondents to this study. The
results of the responses were categorized into themes so that the researcher can fully properly
evaluate the preferred learning modality among the grade 10 Venus students. After evaluating
the responses, the vast majority preference of the students is face-to-face learning.

Furthermore, since the pandemic is still widespread across the world, face-to-face
communication is forbidden. Teachers and students must adapt to the New Normal’s demands,
despite the fact that it comes with financial constraints. School administrators must provide the
necessary equipment so that teachers can deliver quality instruction in an effective and efficient
manner.

Keywords: Preferred Learning Modality, Face-to-Face Learning, Modular Learning

 2

Acknowledgment

The entire process of writing this research paper was difficult, but it was also
instructional and worthwhile. I'd like to express my gratitude and thanks to everyone who has
helped make everything a lot smoother and better.

Without the remarkable assistance of my research adviser, Creslil Sangrenes

Andaya, this work would not have come to light. Her knowledge and competence in this
particular field enabled me to complete my studies with pride and joy. Her suggestions really
improved the manuscript. I am also really grateful for the Grade 10 Venus students who agreed
to participate in this study. They were all attentive to my request to complete a questionnaire for
my study.

Similarly, I am grateful to my family for their unwavering support and understanding

over the duration of my study, particularly by offering financial and moral encouragement at all
times. I am also grateful for the informative comments they’ve provided. The generosity and
expertise of all have greatly improved this study and saved me from several blunders; those that
inevitably remain are totally my own personality.

Similarly, I am really pleased with myself for the time and effort I put into this
analysis. The diligence and productivity certainly aided me in completing my case study. Finally,
I'd want to express my thankfulness and appreciation to our Almighty Father for the insight and
ability he bestowed on me, from the beginning of this basic research until the finish of this
course. Without Him, the entire project would be fruitless and impossible to complete.
 3

I. INTRODUCTION

From December 31, 2019, to March 18, 2022, the Department of Education has faced an
unprecedented health crisis that has shaken up its foundation and closed-down educational
institutions, and dramatically shifts the instruction to distance learning. Digital and online
learning modes, modular or scripted learning modes, synchronous or asynchronous learning
modes, or a mixture of all these alternative learning modes have largely replaced conventional
face-to-face learning. Furthermore, the students became aware of the financial costs associated
with the holding of online or virtual classes, such as the need to purchase a laptop/desktop, or
an Android phone that is WIFI compatible, as well as a good internet connection, to fulfill the
requirements for virtual or online classes. For example, the students from grade 10 Venus,
before the pandemic it was easier for them to learn without trouble but now, they are struggling
to get into virtual or online classes due to the financial costs.

Learning is essential to students and it can be described in many ways. For example,
digital learning is accompanied by the new digital tools to enable learners to learn differently,
whether it be face-to-face, distance learning (asynchronous or synchronous), or blended
learning. Learning styles play a vital role in the learning process and contribute to the overall
educational environment. This research was carried out in the hopes of making an impact. To
be more precise, it concentrated on identifying the preferred learning modalities of the grade 10
Venus students in the new normal. This was believed to respond to the students’ difficulties
during the pandemic. Even if a pandemic occurs, the known subjects are the most important for
students to understand. The teachers’ methods or techniques should also reflect the students’
learning styles and preferred learning modalities.

RESEARCH QUESTIONS

1. Which of the learning modality is preferred by the grade 10 Venus student’s?

2. What are the participants perceptions about the new face-to-face and modular modality?
3. Why did the participants choose this learning modality?
 4

III. REVIEW OF RELATED LITERATURE

Learning is a continuous process, and a process is actions that lead to a result. In this
situation, learning barriers can result in delays or stop the learning process. However, an
effective learning strategy can overcome those barriers to create learning that suits the learner.
One of those barriers is the mismatch in the teaching-learning approach. An inappropriate way
of using methods, techniques, and strategies for the learners may lead to this barrier. Both
teaching and learning styles play an essential role in learning development and achievement.
There are several different learning styles, but the two that students and teachers are most
familiar with are the modular and face-to-face learning styles.

Modular learning or modular distance learning is individualized instruction that allows

learners to use self-learning modules (SLMs) in print or digital format/electronic copy, whichever
is applicable to the learner. Learners under Modular Distance Learning can also use other
resources such as Learner’s Materials, textbooks, activity sheets, study guides, and other study
materials. Usually, teachers will have to deliver appropriate learning materials. However,
students can also access these materials by downloading electronic copies through their

computer, tablet PC, or smartphone. Likewise, learners may ask for assistance from the teacher
via email, telephone, text message/instant messaging, etc. Parents or any member of the
family, on the other hand, may serve as a guide or para-teachers to learners at home.

Even though modular learning provides many benefits, there are some common
drawbacks. First, is the lack of social interaction learning. In a brick-and-mortar institution
presents students with the opportunity to meet and interact with people from different locations
on a personal level. Distance learning only limits students to classes and learning materials that
are based online. Though students can interact through chat rooms, discussion boards, emails
and/or video conferencing software, the experience cannot be compared to that of a traditional
campus. Second, is the high chance of distraction. With no face-to-face interaction with
instructors and other students, those who are enrolled on an online program might find it hard to
keep track of their course work and assignments. That's because there are no constant
reminders about pending assignments and/or deadlines. It only requires one to be self-
motivated and focused to be able to complete a course successfully. Hence distance learning
 5

cannot be a good option for students who keep procrastinating things or those who aren't able
to stick to deadlines.

Third, is the complicated technology. Any student seeking to enroll for a distance learning
program needs to invest in a range of equipment including a computer, webcam, and stable
internet connection. There is absolutely no physical contact between students and instructors as
instruction is delivered over the internet. This overdependence on technology is a major
drawback to distance learning. In case of any software or hardware malfunction, the class
session will come to a standstill, something that can interrupt the learning process. Moreover,
the complicated nature of the technology used in distance learning only limits online education
to students who are computer and tech-savvy. Fourth, is the questionable credibility of online
degrees. Despite its convenience and affordability, distance learning is still not the best option
for many due to the lack of quality faculty members. Even when the instructors are fully qualified
and experienced, they might not find it comfortable to teach in an online environment. The
design and delivery of every course differ greatly. Sometimes the instructor might find little time
to talk about trivial details of a given topic, which are otherwise important to help students
understand better a given concept.

That, plus a host of other challenges like lack of proper assessment make credibility of
distance learning degrees questionable. As a matter of fact, there many employers out there
who do not accept online degrees as they still find stigma attached to distance education. That
means students have to evaluate whether or not their online degrees can be ideal for the target
job or future learning. This discourages many students from undertaking a distance learning
program even when the degree being offered is genuine and competitive in the market.

Face-to-face learning is an instructional method where the course content and learning
material are taught in-person to a group of students. This allows for a live interaction between a
learner and an instructor. It is the most traditional type of learning instruction. Learners benefit
from a greater level of interaction with their fellow students as well. In face-to-face learning,
students are held accountable for their progress at the class’s specific meeting date and time.
Face-to-face learning ensures a better understanding and recollection of lesson content and
gives class members a chance to bond with one another. Here are some advantages of face-to-
face learning. First is to concentrate better, In a traditional classroom setup, teachers can easily
manage the class and can strictly implement classroom rules which are very difficult in virtual
 6

classes. With this, it allows students to focus on the class discussions and avoid any
distractions from anyone in their class. Teachers in in-person classes can easily spot students
that are playing with their phones or are distracted by something.

Second is the better understanding and real-world examples, Most teachers can attest
that students learn better during physical classes. This is because of the real-world examples
that can be discussed or shared by students. Since physical classes are 20 minutes longer than
online classes, teachers and students can have longer class participation and can have enough
time to clarify any process to the teachers. Third is the greater chance of completing activities
on time, In-person classes are time-bound and activities are most of the time completed within
the subject’s time depending on the time given by the teacher. Learners have to make use of
that time no matter how limited it is. This is advantageous to learners since ideas are still fresh
in their minds and these activities that are done within the class schedule avoid students having
pending activities after the school day. Fourth, is more information through body language and
voice. In virtual classes, learners can only see their classmates’ upper bodies that can fit the
camera’s frame. Some students even turn their cameras off. With this, teachers and their
classmates can’t see their facial expressions or any of their body language. Unlike physical
classes, learners can identify their classmates’ body language and their unaltered voices which
help them determine if their classmate has more details to share or if they feel uncomfortable.
Fifth is the Human connection and network with other students. Multicultural classrooms have
diverse students from different countries and cultural diversity. In-person classes allow students
to connect with these foreign students and have an opportunity to learn and discover new
cultures and practices. Learning modalities make an essential component of how the
teacher will demonstrate the student’s knowledge to understand what is being taught easily
(Busilaoco et al., 2014).

The entire educational structure exists for the benefit of the learner. Its main focus is on
the learner's overall development and growth. When an instructor creates a learning
environment, students are more likely to like learning, engage in worthwhile learning activities,
and succeed because they feel accepted, respected, and secure—even when they make
mistakes while learning something new. He or she is given the freedom to decide how to take
charge of their education both in the classroom and throughout their lives.
 7

IV. RESEARCH METHODOLOGY

A. Participants and/or Other Sources of Data and Information

The participants of this research study will be the 20 Grade 10 Venus students from
Midsalip National High School for the school year 2022-2023. The research sampling method
used in this study is purposive sampling, which means they will be purposively chosen since
they experienced the modular learning for over 2 years. According to Lee (2011), purposive
sampling is an acceptable kind of sampling for special situations. It uses the judgment of an
expert in selecting cases or it selects cases with a specific purpose in mind. Purposive sampling
is used most often when a difficult-to-reach population needs to be measured. The identity of
the students will be kept confidential due to personal reasons.

B. Data Gathering Methods

This study follows Bachman’s Action Research Spiral Model with the following phases:
plan, act and observe and reflect. Both qualitative and quantitative research will be used to
collect data for this study. The research instrument that will be used is a questionnaire. A
questionnaire will be forwarded to the respondents through a hardcopy. The Likert scale will
also be used to collect data in this study for the quantitative part.

C. Data Analysis Plan

The collected data on students’ responses will be analyzed by applying thematic analysis
and statistical analysis. The researcher will read the responses of the participants, revise them
in a more specific way, and to identify the patterns in the responses. Thematic Analysis is a type
of qualitative analysis. It is used to analyze classifications and present themes (patterns) that
relate to the data. It illustrates the data in great detail and deals with diverse subjects via
interpretations (Boyatzis 1998).
 8

VI. RESULTS AND DISCUSSIONS

The learner is the very reason for the entire curriculum system. Its primary emphasis is
on the learner’s holistic learning and growth. An instructor provides an environment in which the
learner enjoys learning, participates in meaningful learning activities, and achieves success
because he or she is valued, embraced, and feels secure, even if he or she makes mistakes
during his or her learning exploration. He/she is empowered to make choices to become
responsible for his/her learning in the classroom and for a lifetime.

Students in Grade 10 demonstrate a variety of characteristics that influence their study

habits. Having stated that, we may utilize these characteristics to determine the pupils' preferred
learning mode.

Furthermore, when the preferred learning modalities of the grade 10 Venus students
has been assessed, these are the evaluation results and the responses to the specified
questionnaire. The collected data is displayed below.

Table 1. Compilation of the Data Obtained from the Respondents

Table 1.1 The Likert Scale Questionnaire Checklist for Interpretation

Likert-Scale Numerical Scale Range Interpretation

Description
Strongly Agree 5 4.21-5.00 Very High
Agree 4 3.41-4.20 High
Neutral/Uncertain 3 2.61-3.40 Moderately High
Disagree 2 1.81-2.60 Low
Strongly Disagree 1 1.00-1.80 Very Low
 9

Table 1.1 shows the responses and interpretations of the data for each number of
answers given will be determined by the Likert Scale, on which the questionnaire is based.

Table 2. Responses of the Students to the Questionnaire Checklist

Table 2.1 Student’s Responses in the Face-to-face Learning Modality Questionnaire

Checklist:

Strongly Agree Neutral/ Disagree Strongly

Agree (5) (4) Uncertain (2) Disagree
(3) (1)

1. I feel confident to answer oral 5 7 5 1 0

questions in face-to-face classes.

2. Face-to-face learning 12 5 1 0 0
approach enhanced my self-
directed learning ability.

3. Face-to-face learning was an 12 6 0 0 0

effective motivating learning
process.

4. Face-to-face learning develops 12 4 2 0 0

a strong student-teacher
relationship.

5. Students can interact with 10 6 2 0 0

each other in person.

Table 2.1 summarizes the participants’ responses to the questionnaire checklist for the
face-to-face learning modality.
 10

Table 2.2 Student’s Responses on the Modular Learning Modality Questionnaire

Checklist:

Strongly Agree Neutral/ Disagree Strongly

Agree (5) (4) Uncertain (2) Disagree
(3) (1)

6. Modular learning is the same 1 0 1 10 7

as face-to-face learning.

7. Modular learning allows me to 4 4 4 3 4

study the lesson at my own pace.

8. Modular learning gives me 5 3 4 6 1

flexible time to finish the assigned
task.

9. I am enjoying my study in 0 2 7 4 6
modular learning.

10. Modular learning is helpful to

continuing my studies, especially
2 5 5 4 3
in this time of pandemic.

Table 2.2 summarizes the students' responses to the questionnaire checklist for the
modular learning modality.
 11

Table 3. Determining the Weighted Mean for the Face-to-Face and Modular Learning
Modality Questionnaires.

Table 3.1 Face-to-Face Learning Modality

Statements Weighted Mean Interpretation

1. I feel confident to answer 3. 68 Agree
oral questions in face-to-face
classes.
2. Face-to-face learning 4.26 Strongly Agree
approach enhanced my self-
directed learning ability.
3. Face-to-face learning was 4.52 Strongly Agree
an effective motivating
learning process.
4. Face-to-face learning 4.47 Strongly Agree
develops a strong student-
teacher relationship.
5. Students can interact with 4.36 Strongly Agree
each other in person.
Average Weighted Mean 4.26 Strongly Agree

The table above shows the weighted mean of each statement as well as the overall
average weighted mean of the face-to-face learning questionnaire. In each statement the
weighted mean was between in the range of 3.41- 4.20 and 4.21- 5.00 which indicates the
 12

interpretation of agree to strongly agree. The average weighted mean value was expected to be
in the interpretation between agree and strongly agree.

Table 3.2 Modular Learning Modality

Statements Weighted Mean Interpretation

6. Modular learning is the 1.84 Disagree
same as face-to-face
learning.
7. Modular learning allows 3.05 Neutral
me to study the lesson at my
own pace.
8. Modular learning gives me 3.26 Neutral
flexible time to finish the
assigned task.
9. I am enjoying my study in 2.26 Disagree
modular learning.
10. Modular learning is 2.52 Disagree
helpful to continuing my
studies, especially in this time
of pandemic.
Average Weighted Mean 2.58 Disagree

The table above shows the weighted mean of each statement as well as the overall
average weighted mean of the modular learning questionnaire. In each statement the weighted
mean was between in the range of 1.84- 2.60 and 2.61- 3.40 which indicates the interpretation
 13

of disagree to neutral. The average weighted mean value was expected to be in the
interpretation between disagree and strongly disagree.

The researcher will now proceed to the processing questions included with the
questionnaire checklist after the questionnaire checklist has been evaluated. The information
gathered from the students' responses is categorized into themes in this section in order to
appropriately evaluate the preferred learning modalities among grade 10 Venus students.

Theme 1. Difficulties in Modular Learning

In this theme, it shows the student’s difficulties in modular learning. In addition to their
preference in face-to-face learning.

“During modular learning, I find it difficult because I can’t focus. I prefer face-to-face because I
can’t cope with our lessons and discussion.”

Participant 1

“During modular learning, I experienced a lot of difficulties. I prefer face-to-face than modular
learning because F2F learning allows students to have communication to the teacher and it is
easier to ask for your concerns about the topic.”

Participant 2

“In modular, I answer my task on my own. I prefer F2F because it gives me more knowledge
and gives me more knowledge and gives me full access to my surroundings.”

Participant 3
 14

“I had a negative learning experience in modular learning. I prefer face-to-face. Because it is

more convenient.”

Participant 4

According to the answers provided above, four participants find modular learning
challenging and prefer face-to-face learning because it is more convenient for them. This
demonstrates that these students favor face-to-face learning more than modular learning.
Further, Hatami (2012) described learning style as not in itself ability but rather a preferred way
of using one’s abilities.

Theme 2: Comparison of Student’s Learning Experiences with Modular Learning

This theme compares the student's learning experience during the pandemic-free
time to the modular distant learning.

“Modular kay dli kaayo ko ka sabot, sa F2F kay makasabot kog tarong.”

(In face-to-face I understand better while in modular I don’t.)

Participant 6

“Lahi ra ang modular learning kaysa karon. Because karon ang face-to-face daghan
nakog na undestsand nga lesson.”

(Modular learning is different from today. Because now face-to-face I understand lessons
better.)

Participant 7

“In general, learn more during face-to-face than modular.”

 15

Participant 8

“Modular learning is being independent towards our studies while face-to-face, were dependent
towards teachers.”

Participant 9

“It was really difficult since I was not used to self-studying. That’s why I do not recommend
modular and distance learning. It’s more efficient in F2F.”

Participant 10

According to the responses above, six students believe that their learning experience
before the pandemic was superior to modular learning. On the other hand, a learner who falls
on the spectrum is value-neutral since each height has advantages and disadvantages
(Dӧrnyei, 2005).

Theme 3: Different ways in attaining better studying

This theme demonstrates the student’s suggestions to improve the quality of learning.

“Whatever the modality they’re into, I advise to motivate themselves.”

Participant 12
 16

“To do leisure activities to distract themselves from being pressured regardless of the kind of
they’re into.”

Participant 13

“Find efficient ways of studying that will suit the nature of any modality.”

Participant 14

According to the responses above, the students' recommendations to increase the

quality of learning were mostly able to determine what would be best learning modality for them.
in the study of Dobson (2010), comparison between learning style preferences and sex, status,
and course performance, the students were asked to select the single sensory modality they felt
they preferred to use when internalizing information in the course.

CONCLUSION

The data obtained from the students provided answers to the research questions
associated with this study. As a result, pupils chose face-to-face learning over modular learning.
Based on the data obtained, the researcher predicted that the students would prefer face-to-
face learning. The average mean in the face-to-face learning questionnaire checklist was 4.26,
indicating a high agreement, whereas the average mean in the modular learning questionnaire
checklist was 2.58, indicating a disagreement. As a result, the majority is visibly invested in
face-to-face learning.

RECOMMENDATION
 17

The researcher wants to advises aspiring students to select the modality that is most
appropriate for them. As long as it will benefit them in the near future, it doesn't matter if the
learning is face-to-face or through the modules. Additionally, the researcher will also provide
teachers advice on how to support students in choosing a learning style that is appropriate for
thier student. In order to achieve their goals, students must also work harder and smarter. This
research encourages everyone to act morally, think morally, solve morally, and most
importantly, to be prepared and set morally!

PLANS FOR DISSEMATION AND ADVOCACY

This study aims to determine what is the most preferred learning modality for the grade
10 Venus students since the start of the COVID-19 pandemic. In the beginning of the pandemic
changes takes place and effort is increasing. We cannot deny the fact that everyone is changing
in perception, opinion and learning. As a researcher and a student, I will have this study as a
stepping stone to be able to cope up and convey researchers to do better and better to expand
each confidence and learning. This study will also serve as a good reference for the upcoming
aspiring researchers who are willing to learn and explore the true meaning of research.
 18

Annex A: Letter for the participants

Date: September 5, 2022

Dear Participant,

Hello and Good Morning!

I invite you to participate in my study as you answer a questionnaire aligned with my study
entitled “Learning Modality Preference of Grade 10 Venus Students: A Case Study”. I am Kearl
Oling Mandao, a grade 10 science curriculum student in Midsalip National High School. The
purpose of this study is to determine the most preferred modality of learning by the students.

Your participation in this research study is completely voluntary and you may decline anytime if
you do not want to participate. Your responses will remain confidential and anonymous. Data
from this study will be kept intact and only reported only as a collective data. No one other than
the research will know your answers to the attached questionnaire herewith.

If you agree to participate in this research study, please answer the questionnaire as honest as
you can. You can take your time to complete the questionnaire.

If you have any questions regarding this research study, feel free to come to our classroom;
Grade 10 Venus in Midsalip National High School.

Thank you for your assistance and time in this important endeavor!

Sincerely yours,
 19

KEARL OLING MANDAO

Approved by:

Signature of the participant over printed name

Annex B: Questionnaire

F2F(face-to-face) and Modular Learning Questionnaire

Directions: To complete, read each sentence carefully and consider if it applies to you. On the
box, next to each statement, indicate whether you strongly agree, agree neutral/uncertain,
disagree, and strongly disagree in each sentence/statement. Please respond to all questions
and answer them with honesty.

SECTION 1: (face-to-face learning)

Strongly Agree Neutral/ Disagree Strongly

Agree Uncertai Disagree
n

1. I feel confident to answer oral

questions in face-to-face classes.

2. Face-to-face learning approach

enhanced my self-directed learning
ability.

3. Face-to-face learning was an

effective motivating learning
process.

4. Face-to-face learning develops a

strong student-teacher relationship.

5. Students can interact with each

other in person.
 20

SECTION 2: (Modular Learning)

Strongly Agree Neutral/ Disagree Strongly

Agree Uncertai Disagree
n

6. Modular learning is the same as

face-to-face learning.

7. Modular learning allows me to

study the lesson at my own pace.

8. Modular learning gives me

flexible time to finish the assigned
task.

9. I am enjoying my study in
modular learning.

10. Modular learning is helpful to

continuing my studies especially in
this time of pandemic

After marking the boxes, please answer the following questions:

1. What significant learning experience that you had during the modular learning? Would you
prefer to be into modular learning or face-to-face? If yes, why? If no, indicate reasons why you
preferred face-to-face.
 21

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
______________________________________________

2. How could you compare your learning experience during the modular and distance learning?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

3. In your end, what suggestions for improvements could you show to make students learn best
regardless of the kind of modality they’re into?

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________
 22

VII. REFERENCES

Boyatzis, R.E. (1998). Transforming qualitative information: thematic analysis and code
development. Sage Publications.

Busilaoco, F.C. and Lao, S.R. (2014) Learning Style and Students’ Achievement in Science.
IAMURE International Journal of Multidisciplinary Research, 7

Cherry, K. (2020) How Jung’s Theory of Personality Can Explain How You Learn.
https://www.verywellmind.com/jungs-theory-of-personality-learning-styles-279516 0

Dobson, J.L. (2010) A Comparison between Learning Style Preferences and Sex, Status, and
Course Performance. Advances in Physiology Education, 34, 197-204.
https://doi.org/10.1152/advan.00078.201

Fleming, N. and Baume, D. (2006) Learning Styles Again VARKing up the RIGHT Tree!
Educational Developments, 7, 4-7.
https://www.scirp.org/reference/ReferencesPapers.aspx?ReferenceID=1223937

Hatami, S. (2012) Learning Styles. ELT Journal, 67, 488-490. https://doi.org/10.1093/elt/ccs08

Lathan, J. (2021) Complete Guide to Teacher-Centered vs. Student-Centered.

https://onlinedegrees.sandiego.edu/teacher-centered-vs-student-centered-learning

Lee, S. (2011) Population Parameter in Encyclopedia of Survey Research Methods: Course

Hero. https://www.coursehero.com/file/83409475/Population-Parameters-Lavrakas-
2011p df

Rezaeinejad, M., Azizifar, A. and Gowhary, H. (2015) The Study of Learning Styles and Its
Relationship with Educational Achievement among Iranian High School Students.
Procedia—Social and Behavioral Sciences, 199, 218-224.
https://doi.org/10.1016/j.sbspro.2015.07.509
 23

Wagner, E. (2007) Book Review: Zoltán Dörnyei, 2005: The Psychology of the Language
Learner: Individual Differences in Second Language Acquisition. Mahwah, NJ:
Lawrence Erlbaum. 270 pp. $29.95 (PB) ISBN 0-8058-6018-5. Language Teaching
Research, 11, 506-509. https://doi.org/10.1177/13621688070110040802
24