Abstract
The purpose of this study was to investigate the relationship between cooperative and individualized computer-based learning environments, auditory and visual learning styles, and the academic achievement of adult ESL students enrolled in an intermediate grammar course. This study was conducted with 55 ESL students (male = 18; female = 37). All students were trained in the use of CAI materials and equipment. Students in the cooperative learning environment were also trained in cooperative learning techniques. Data were obtained by means of the Learning Styles Survey (LSS), and pre/post tests of past tenses.ANCOVA was used to analyze differences among the post-test scores, testing main effects and interactions. Crosstabulations and correlations were performed to determine other relationships between the independent variables. The results of the post-test assessment of the use of past tenses did not reveal any main effects or interaction between groups. There were no significant differences for cooperative versus individualized CAI environments, or between auditory and visual learners. A significant positive correlation was found between students' age and the amount of time required to complete the task. The number of absences and achievement were found to be significantly negatively correlated.The conditions set up for this study proved to be favorable for supporting equally cooperative and individualized CAI environments. It was suggested that because there were no differences between the two CAI learning environments, that cooperative CAI learning environments might be utilized when cost is a factor. Suggestions for future research are offered that might produce more insights into the relationship between learning environments, learning styles, and academic achievement among adult ESL students.