INTRODUCTION
Rationale
In today's world, English is essential for effective communication across various sectors of society, establishing itself as the global lingua franca As a result, learning English has become a popular trend, reflecting its significance in modern life.
Understanding our personal learning preferences is crucial for fostering a genuine passion for English language acquisition As society increasingly demands proficiency in English, many individuals face challenges in identifying effective study methods Investigating various learning styles can enhance opportunities for improved language learning, as they significantly influence second language acquisition (SLA) While both researchers and educators recognize the importance of learning styles, there remains a scarcity of studies linking these styles to successful English learning outcomes Therefore, this article aims to explore the role of out-of-class learning and its practical applications in English language teaching.
Vietnamese high school teachers and students encounter significant challenges in English language education, particularly in rural areas where access to quality resources for practicing reading, writing, listening, and speaking skills is limited To address these issues, it is essential to conduct research on students' learning style preferences, enabling the development of practical and tailored lessons that can enhance both classroom learning and independent study, ultimately fostering greater proficiency in English.
The author, a high school English teacher, recognizes the importance of understanding and addressing students' diverse learning styles to significantly enhance their English language skills.
For the reason above, the author has determined to choose the topic
A study on learning style preferences at Phan Dang Luu high school
Aims of the study
As mentioned above, there are several reasons that lead the author to choose to carry out the study Thus, the purposes of the study as follow
-To investigate the typical learning style at Phan Dang Luu high school
-To provide teachers with activities needed to satisfy student’s learning styles in classroom
-To provide some clues for students to make use of their strengths in learning English
Scope of the study
The research conducted at Phan Dang Luu High School, where the author has taught for six years, focuses on the learning styles of 88 tenth-grade students This study aims to highlight the significance of understanding different learning styles and offers recommendations for students to leverage their strengths Additionally, it provides insights for teachers on how to accommodate various learning styles in the classroom, addressing a crucial aspect of effective education.
CONTENT
THEORETICAL BACK GROUND
Learning style is “an individual’s mode of gaining knowledge” (Dictionary.com,
The visual learning style enables students to acquire knowledge through visual tools, while the kinesthetic learning style emphasizes learning through physical activity and hands-on experiences Auditory learners, on the other hand, benefit most from hearing instructions Assessment, defined as an act of evaluation, plays a crucial role in understanding these diverse learning styles.
Learning styles refer to the preferred patterns of mental functioning that individuals use when processing new information Due to the complexities of perception, cognition, conceptualization, affect, and behaviors involved in learning, numerous definitions and models of learning styles have emerged.
Learning styles, as defined by Keefe (1979), encompass the cognitive, affective, and physiological behaviors that indicate how learners perceive and engage with their educational environment This definition highlights that learning styles reflect individuals' typical attitudes and cognitive approaches, serving as indicators of how students recognize, communicate with, and positively respond to various learning situations.
According to Cornett (1983), learning style is defined as a consistent behavioral pattern that exhibits some individual variability This means that while a person's learning style remains stable, it can still vary among individuals Learning styles are crucial in directing and enhancing students' learning experiences.
Dunn and Griggs (1988) define learning style as a unique set of biologically and developmentally influenced characteristics that lead to varying responses to teaching methods among students They highlight the potential conflicts that can arise between teachers and students due to differing learning styles Each individual possesses distinct characteristics and preferences, which shape their approach to learning Consequently, students are more likely to succeed when their learning styles align with their teacher's methods; conversely, ineffective teaching occurs when there is a mismatch between the two.
Scarcella (1990, p114) views learning styles learning styles as ‘cognitive and interactional patterns which affect the ways in which students perceive, remember,
4 and think While Ehrman and Oxford (1990) have defined learning styles as
”preferred or habitual patterns of mental functioning when dealing with the new information”
The following definition by Kinsella (1995, p.171) appears to reflect that learning style refers to preferences and behaviors used by individuals to aid their learning in a given information
A learning style is an individual's unique and preferred approach to absorbing, processing, and retaining new information and skills, remaining consistent regardless of teaching methods or subject matter Each person's learning style is as distinctive as a signature, shaped by a combination of biological factors and developmental experiences.
According to Lawrence (1984), the term "learning style" broadly refers to four key traits in educational research: (a) cognitive style, which includes habitual mental functioning patterns; (b) attitudes and interests that shape a learner's focus; (c) a tendency to seek learning environments that align with one's cognitive style and preferences while avoiding mismatched settings; and (d) a preference for specific learning strategies over others This extensive definition highlights the interplay between cognitive and affective factors, aiding in the prediction of strategy selection.
Willing (1988) describes learning styles as a fundamental and widespread collection of traits that influence how individuals prefer to acquire and engage with new information These styles encompass a variety of cognitive, social, and affective components, such as analytical versus global processing (cognitive), competition versus cooperation (social), and risk-taking (affective).
Learning styles, as described by Reid (1987), are variations in how individuals utilize their senses to understand, organize, and retain experiences, influenced by their unique abilities and cultural backgrounds These styles represent consistent behavioral patterns that can evolve through training and changes in learning experiences, suggesting they are habits rather than fixed traits Reid further defines learning style as an individual’s natural and preferred method of absorbing, processing, and retaining new information and skills According to Reid (1998), learning styles encompass a person's overall approach to learning and problem-solving, often operating subconsciously during the intake and comprehension of information.
Among the various definitions of learning styles, Reid's (1998) definition is the most widely accepted and comprehensive, making it the preferred choice for the current study.
According to Fatt (2000), individuals with a visual learning preference engage with the world by creating or recalling mental images These learners tend to favor reading, observing, and utilizing visual aids and data displays They benefit from watching films, viewing pictures, and analyzing graphs, which enhance their understanding of the subject matter Additionally, visual learners perform better on tests that include visual diagrams, as these tools aid in their comprehension and retention of information (Fatt, 2000).
Visual learners excel when provided with appropriate visual aids, as research indicates that tailored instruction enhances their performance (Cegielski et al., n.d.) Effective teaching strategies for these learners include demonstrations, images, and graphs (Coker, 1996) To engage visual learners, educators can utilize key terms such as see, look, imagine, observe, search, and perceive (Coker, 1996).
Auditory learners excel in decision-making based on what they hear or read, as noted by Fatt (2000) They tend to prefer engaging formats such as lectures, seminars, discussions, and audio recordings By utilizing tape recordings of educational material, auditory learners are more inclined to ask questions for clarification on concepts they may not fully grasp Additionally, when it comes to assessments, auditory learners perform best in oral examinations, highlighting their preference for auditory information processing (Fatt, 2000).
Auditory learners excel in environments where they can listen and absorb information, as highlighted by Davis & Franklin (2004) Unlike social learners, auditory learners possess varying aptitudes for auditory settings, ranging from high to low Key terms associated with auditory learning include rhythm, hear, detect, tempo, and flow (Coker, 1996) Additionally, Coker (1996) notes that auditory learners may benefit from visually comparing their techniques to a model demonstrating the desired movement, enhancing their overall learning experience.
Incorporating suitable materials for auditory learners in mathematics enhances their comprehension of the subject (Hardy, 2010) As noted by Hardy, auditory students often grasp concepts more effectively when they can hear answers distinctly, such as in the factorization of expressions like 3pqr + 15pq To optimize information retention, educators should utilize key terms such as state, substitute, and solve during instruction (Hardy, 2010).
THE CONTENT
PRACTICAL BACKGROUND
Yen Thanh district is characterized by its serene countryside and hardworking rice farmers, making it a notable agricultural hub It is also the birthplace of prominent figures such as Phan Dang Luu, a leader of the Vietnam Communist Party during the 1932-1940 period, and Bach Lieu, recognized as the first "Trạng Nguyên" of the Tran dynasty in the Thanh-Nghe-Tinh region The district is renowned for its strong educational spirit, which enriches the local culture Additionally, the town's culture reflects significant influences from Hanoi, the nation's capital, as well as from Vinh city, contributing to the manners and lifestyle of its residents.
Phan Dang Luu High School, a prestigious institution in Nghe An province, Vietnam, is celebrated for its academic excellence Consistently ranking in the top six schools in the province during the 2015-2016, 2017-2018, and 2018-2019 academic years, it has produced numerous successful students who have gained admission to renowned universities The school boasts a dedicated team of ten experienced English teachers, aged between 30 and 60, who are committed to fostering student success Among them, ten have successfully passed the FCE exams, and two hold Master’s degrees, further enhancing the quality of education offered at Phan Dang Luu High School.
Phan Dang Luu High School offered 39 classes for grades 10, 11, and 12 during the 2021-2022 academic year, with all students utilizing new English textbooks Notably, grade 10 is regarded as studying at an intermediate level compared to the other grades.
The study focuses on two 10th-grade classes, 10A7 and 10A3, both taught by the same instructor using identical materials during the first term Students, aged 15 to 16, demonstrate a keen interest in learning English, despite their differing specializations; 10A3 is focused on Math, Physics, and Chemistry, while 10A7 specializes in English, Literature, and Math, with some students excelling in English A survey was conducted among 88 students from these classes to explore their learning styles, revealing that both classes maintain comparable levels of English proficiency, with 10A7 showcasing particularly strong students.
Students in rural areas often face challenges in developing their English skills—reading, writing, listening, and speaking—due to a lack of adequate resources and equipment Additionally, the absence of qualified instructors to provide effective learning strategies during self-study further hinders their progress.
10 home The author wants to instruct students a lot of authentic and appropriate lessons to learn in class and by themselves and help them more and more advanced
The study adopts a quantitative survey method Data will be collected through the questionnaire administered to 88 students at the 10 graders at Phan Dang Luu high school
Various data collection instruments are utilized to investigate teaching and learning styles, including oral interviews, written questionnaires, observations, verbal reports, diaries, and dialog journals In this study, the author selects questionnaires as the preferred instrument due to their accuracy and widespread use Two distinct types of questionnaires are distributed for this research.
The survey employs two questionnaires, each containing twenty-five questions The first questionnaire focuses on gathering information about the learners' backgrounds and their learning styles The second questionnaire aims to identify students' specific learning styles through 15 targeted questions.
The initial questionnaire consists of 10 questions designed to gain a comprehensive understanding of students' backgrounds, preferences, and learning styles The first question assesses the duration of students' English learning experience, while the second gauges their interest in the language The third question provides insights into students' personalities, and the fourth highlights their favorite classroom activities Questions five and six explore students' perceptions of the impact of learning styles on their success in acquiring the target language The seventh question evaluates how frequently teachers employ a variety of activities in the classroom, whereas questions eight and nine measure students' satisfaction with different teaching methods Lastly, the tenth question assesses students' awareness of their own learning styles.
The second questionnaire is designed to classify students into three learning styles: visual, auditory, and kinesthetic Comprising 15 questions, it evaluates students' learning preferences based on these subtypes Participants will carefully consider each question and indicate whether the statements apply to them always, sometimes, or seldom Specifically, questions 1, 6, 10, 12, and 15 target auditory learners, while questions 2, 4, 7, 9, and 13 focus on visual learners Lastly, questions 3, 5, 8, 11, and 14 are aimed at identifying kinesthetic learners.
According to a recent survey, all students began learning English in grade 10, resulting in five years of study to date Classes 10A7 and 10A3 stand out as the top performers in English learning within grade 10 These classes utilize Basic English textbooks and participate in three 45-minute English sessions each week, along with an additional extra-class A significant majority of students, 83.75%, express a keen interest in learning English, while only 16.25% do not enjoy the subject.
Question Choices Numbers of students
Table 1 Students and Their Interest in Leaning English
Question 3 reveals students' preferences regarding their favorite activities in English class The accompanying pie chart illustrates the activities that students find most beneficial for their English learning experience.
According to the chart, playing games is the most favored classroom activity among students, with 26.25% believing it enhances their learning experience Following closely is listening to sounds, as 18.75% of students find music to be an effective tool for learning English In contrast, writing and reading are the least preferred activities, attracting only 7.5% and 10% of students' interest, respectively Additionally, 16.25% of students enjoy watching videos or PowerPoint presentations, while only 13.75% feel that textbook exercises contribute significantly to their knowledge acquisition.
Students enjoy a diverse range of activities, reflecting their individual preferences and beliefs about what is suitable for their learning Consequently, it is essential for teachers to design a variety of engaging activities that cater to these diverse student beliefs.
Chart 2 Students’ Opinion about their Favorite Activities
Besides, question 4 indicates students' points of view about the role of learning styles in English learning
Question Choices No of students %
5 the role of learning styles in target language leaning
Table 2 Students’ Opinions about the Importance of Learning Styles in Target
A recent survey reveals that a significant majority of students recognize the impact of learning styles on their English learning experience Specifically, 47.5% of students regard learning styles as a very important factor influencing their learning process, while 37.5% also consider it important In contrast, only 12.5% of students do not share this viewpoint.
Students in classes 10A7 and 10A3 express their perspectives on the significance of learning styles, ranking them alongside five other factors that contribute to success in learning English, as indicated in question 5.
Student'Opinion about best activities
Listening to English songs Playing games
Doing exercises from text booksDiscussion,preset ation
Chart 3 Students’ Ideas about the Importance Degree of Learning Styles in English Leaning Success
CONCLUSION
Recapitulation
English has emerged as a global language, significantly influencing communication worldwide Recently, the focus on English teaching and learning has intensified, with learning styles recognized as a crucial factor in this process While research on the direct relationship between learning styles and English learning success is limited, it is evident that when teachers adapt their methods to align with students' learning styles, it enhances the effectiveness of their learning experience.
This thesis explores various learning styles and proposes activities tailored for both students and teachers based on these styles It provides a comprehensive definition of learning styles from multiple perspectives and examines the theory of learning styles in relation to other elements, including learning strategies.
This study explores the English learning experiences and styles of two classes at Phan Dang Luu High School, focusing on students' awareness of their learning preferences and teachers' incorporation of these styles in their instruction It aims to understand students' beliefs about their learning methods and the teaching strategies employed by educators The research highlights the significance of identifying high school students' learning styles and suggests activities that teachers can implement to accommodate these preferences Additionally, the author provides recommendations for students to leverage their strengths in learning styles for improved academic performance Despite the study's limitations in scope and time, it aspires to serve as a valuable resource for those interested in the dynamics of students' learning styles.
Suggestions for Further Studies 42 References Appendix Questionnaire 1 Questionnaire 2
This thesis focuses on the English learning styles of students in classes 10A3 and 10A7 at Phan Dang Luu High School, offering suggested activities tailored to their specific learning preferences The author encourages further exploration of various learning styles, including tactile approaches, and hopes that future studies will provide additional activities for both field-independent and field-dependent learners In conclusion, the author advocates for more research on different aspects of learning styles to yield practical solutions that enhance students' English learning experiences.
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The author seeks assistance in conducting a study on the learning styles of 10th-grade students and welcomes valuable contributions, comments, and suggestions to enhance the research Your careful responses to the questions will be greatly appreciated.
1 How many years have you been studying English? ………
2 Do you like learning English? A Yes B No
3 What activities help you learn English best in class? (only choose one)
………discussions, debates, presentations ……….watching videos
4 What do you think about the role of learning styles in English learning?
A Very important B important C not important
5 Which factors are important to help you learn well (rank 1-5 from most to least important one)?
A your motivation C your learning styles
6 Please tick the frequency degree that your teachers use below activities in the classroom
Degree Activity always often sometimes seldom
B using maps, wall-charts, diagrams
7.What do you feel about the teaching styles of the teacher?
A Relevant to your learning styles
B Sometimes relevant to your learning styles
C Irrelevant to your learning style
8 Are you satisfied with the way in which you are instructed to learn English in class? A yes B no
9 a Do you understand clearly about your learning styles?
A Yes B No b Which activities you most often use when you are learning English?
A You often read materials, textbooks and see charts, pictures to get knowledge
B You often listen to the lectures, tapes, disks to get information
C You often take in activities, games, discussions to broaden knowledge
Please read these statements carefully, if you think it is often right for you, mark 3, if it is sometimes right for you, mark 2, if seldom, please mark 3
1 I can remember an English vocabulary best if I say it aloud or I pronounce it many times _
2 I prefer to follow written instructions rather than oral ones _
3 When studying English, I like to chew gum, snack and/or play with something around me _
4 I remember sentence structures best when I see them written out _
5 I prefer to learn through simulations, games, and/or role playing in any English class _
6 I enjoy learning grammar by having someone explain sentence structures to me _
7 I learn the content of a lesson best from pictures, diagrams and charts _
8 I enjoy using my hands to express my ideas if I can not find the appreciate words to say _
9 I enjoy reading an English passage, and I often read quickly to find information _
10 I prefer to listen to the information on the radio or the tapes rather than read it in the textbook or in papers _
11 I enjoy being near others when I am learning (I enjoy hugs, handshakes and touches.) _
12 I often listen to the radio, tapes and recordings when I am learning English _
13 When I am asked to spell a word, I simply see the word in my mind's eye _
14 When learning new material, I find myself sketching, drawing and doodling _
15 When I read an English passage silently, I say every word to myself _