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Title: Diversity and impact of national culture on undergraduate students’ learning styles

 

Vol. 2, 2017, pp. 139-151.

DOI: 10.46687/SILC.2017.v02.012

 

Author: Nedka Dimitrova

About the author: Assistant Professor Nedka Dimitrova, PhD received a PhD in Linguistics and MA in English studies and Mass communications at Konstantin Preslavsky University of Shumen. Her main areas of research interest and publications are on the subject of intercultural communication with a focus on cultural differences and their impact on the process of thinking and learning in higher education settings. Nedka Dimitrova has a long-standing professional experience of teaching international students from Europe, Asia and Africa. She is keeping up with new ideas, methods and trends in the field of education through Erasmus+ teaching mobilities in numerous higher education institutions, practical trainings and participation in various EU projects and other professional programmes as a lecturer and trainer at the Department for Modern Educational Methods at Varna University of Management, Bulgaria.

e-mail: nedka.dimitrova@vumk.eu

ORCID iD: https://orcid.org/0000-0002-4615-2822

 

Citation (APA style): Dimitrova, N. (2017). Diversity and impact of national culture on undergraduate students’ learning styles. Studies in Linguistics, Culture, and FLT, 2, 139-151. doi: 10.46687/SILC.2017.v02.012

 

Link: https://silc.fhn-shu.com/images/issues/2017/SILC_2017_2_139_151_13_EN.pdf

 

Abstract: With the rapid process of globalisation since the beginning of the 21st century, education and businesses face the challenge of intensifying multiculturalism. Higher education institutions in Europe are expected to play a particularly important role in facilitating this process. The purpose of this study is to examine the relationship between national culture and the preferred learning styles in the context of Higher Education as well as to find out specific patterns of cultural influence on individual learning preferences. It aims to identify practical implications for teachers and trainers in a culturally diverse environment. The empirical investigation was based on D. Kolb’s Experiential learning theory (ELT, Kolb 1984) and G. Hofstede’s (1980) work on National and Organisational dimensions of culture.

Key words: Kolb, learning styles, Hofstede, cultural dimensions, cultural impact, higher education  

 

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