الفهرس 
Research problem
Statement of the problemOnly 14 pages are availabe for public view
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Abstract
The purpose of this study was to investigate the effectiveness of Kolb<U+2019>s Learning StylesBased Teaching Strategies (LSBTS) on learning some EFL grammatical structures of Hello! Secondary 1. In addition, the study was intended to identify the common learning styles amongst the subjects of the study (219 first year secondary school students). The researcher discusses the relationship of learning styles and EFL academic achievement in general and grammatical structures in particular. Also, the researcher discusses both the Explicit Grammar Instruction (EGI) and Implicit Grammar Instruction (IGI) approaches to grammar instruction. The researcher advocates EGI due to the EFL situation in Egypt and the secondary school curriculum. The researcher administered Kolb<U+2019>s Learning Style Inventory (KLSI) to identify participants<U+2019> most common learning styles and a grammar achievement test to measure their learning in grammatical structures. The study was limited to a random sample of first year secondary students and first term syllabus. The researcher used five groups: four experimental and one control, who represented five EFL classes. The researcher taught each group according to the most common learning style in that classroom/group. The first experimental group was taught using diverger LSBTS, the second was taught using assimilator LSBTS, the third was taught using Converger LSBTS and the last experimental group was taught using Accommodator LSBTS. Findings indicated that both the assimilative and divergent learning styles were the most common learning styles amongst the participants of the study according to the KLSI. Also, findings revealed that there is not a certain learning style that achieves well in learning grammatical structures, i.e. all learning styles could learn grammatical structures equally before the experiment of the study. In addition, students who were taught and/or assisted with their appropriate learning style LSBTS did not outperform those who were not. LSBTS helped all students (nevertheless their own learning styles) learn grammatical structures. It was also found that A FullLearning Cycle Approach to teaching may be better that one learning style LSBTS in enhancing students<U+2019> EFL learning (LSBTS for each style are listed and tabulated for the comfort of teacher). Over 300 references are listed.