learning styles of monolingual and bilingual english language learners through online spanish classrooms during coronavirus (covid-19) period [in english]

The purpose of this study is to determine whether monolingual achieves more spanish proficiency or bilingual learner, using different learning styles in online classes. this study benefits a comparative case-study design through which the evaluation of learning between two spanish learners were observed based on a case study qualitative research for each, by the teacher and finally a comparative study plays role to make any relationship or distinctness in-between. both learners had online private spanish classes in different countries and used different learning styles. the teacher, who was the researcher, interviewed them to achieve their needs, backgrounds, knowledge, level and also learning styles in traditional classes and compared them with those in online classes, and also compared the learners with each other in order to reach any similarities or distinctions between monolingual and bilingual learning styles.  she based her syllabus and lesson plans on their needs and styles. as a result, she concluded no difference between a monolingual who used farsi and bilingual who used english and farsi to learn spanish. there were commonalities in using learning styles through in-person classes and online classes but with few changes in the way of using them.

learning styles of monolingual and bilingual english language learners through online spanish classrooms during coronavirus (covid-19) period [in english]

the purpose of this study is to determine whether monolingual achieves more spanish proficiency or bilingual learner, using different learning styles in online classes. this study benefits a comparative case-study design through which the evaluation of learning between two spanish learners were observed based on a case study qualitative research for each, by the teacher and finally a comparative study plays role to make any relationship or distinctness in-between. both learners had online private spanish classes in different countries and used different learning styles. the teacher, who was the researcher, interviewed them to achieve their needs, backgrounds, knowledge, level and also learning styles in traditional classes and compared them with those in online classes, and also compared the learners with each other in order to reach any similarities or distinctions between monolingual and bilingual learning styles.  she based her syllabus and lesson plans on their needs and styles. as a result, she concluded no difference between a monolingual who used farsi and bilingual who used english and farsi to learn spanish. there were commonalities in using learning styles through in-person classes and online classes but with few changes in the way of using them.