"Active Learning" in the transportation English context is chosen as the major topic in an interactive perspective and empirical research has been conducted to investigate the relationship between individual learner differences and active learning. In this experiment, the author selects sixty first-year transportation majors from Wuhan University of Technology, thus forming an experimental group and a control group. Through a series of procedures, the author categorizes data from questionnaires, language tests and interviews. The research-based findings demonstrate that the contrast between the two groups is striking. The major conclusions obtained from the present investigation are that: 1) active learning is more effective than the traditional teaching approach and instruction; 2) there are some correlations between active learning and affective variables of the individual learner, namely, motivation and attitude; 3) there exists no clear-cut relationship of personality variables of the individual learner to active learning, namely, field dependence/independence and extroversion/ introversion.
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