Abstract:Learning styles and brain-dominance preferences continue to attract, today, the attention of both researchers and practitioners in the field of education. Learners are different from each other and this difference matters in learner-centred instruction. This work is an attempt to identify the students’ learning-style and brain-dominance profiles at the Department of English, Larbi Ben M’hidi University, Oum el Bouaghi, Algeria. Seventy two Master Two-level students took part in this study. The Barsch Learning-… Show more
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