Compensatory Effect of "Big Class" Teaching Strategies in Tertiary English Education on the Mismatch of Learning and Teaching Styles

The increasing enrollment in higher education has amplified the problem of the mismatch between teachers' teaching styles and learners' learning styles.This paper studies the validity of 8 groups of(40 items)cognitive English-teaching strategies in balancing teachers' teaching styles to accommodate more learners' learning styles.The statistics indicates that teachers have purposely applied these cognitive teaching strategies that are different from their own learning styles to develop their teaching styles into a more balanced teaching style.The use of those strategies have compensatory effect on the problem of the mismatch between teachers' teaching styles and learners' learning styles.