Skkn a study on learning style preferences at phan dang luu high school

SỞ GIÁO DỤC & ĐÀO TẠO NGHỆ AN Đơn vị: Trường THPT Phan Đăng Lưu SÁNG KIẾN KINH NGHIỆM Đề tài: “A Study on Learning Style Preferences at Phan Dang Luu High School” Môn: Tiếng Anh Người thực hiện: Nguyễn Đình Quang Tổ: Văn - Ngoại ngữ Điện thoại: 0963946479 Có đính kèm: Mơ hình Phần mềm Phim ảnh NĂM HỌC: 2021-2022 skkn Hiện vật khác Table of Contents PART 1: INTRODUCTION 1.1 Rationale 1.2 Aims of the study 1.3 Scope of the study PART 2: CONTENT I.THEORETICAL BACK GROUND Definitions 1.1 Learning style 1.2 Visual learning style 1.3 Auditory learning style 1.4 Kinesthetic learning style The importance of learning style Relationship between learning styles and learning strategies and teaching styles 3.1 Visual learner strategies 3.2 Auditory learner strategies 3.3 Tactile or Kinesthetic Learner Strategies PART 2: THE CONTENT II PRACTICAL BACKGROUND 1.1 Research methods 10 1.2 Data instruments 10 Findings of the Study 11 3.Solutions: Suggested Teaching and Learning Activities for Different Learning Styles 16 PART 3: CONCLUSION 42 3.1 Recapitulation 42 3.2 Suggestions for Further Studies 42 References Appendix Questionnaire Questionnaire skkn PART 1: INTRODUCTION 1.1 Rationale Today, English plays an important and necessary part in modern society In any field of society, we use it to communicate English becomes the international language in the world Therefore, learning English is a trend of everyone nowadays In addition, learned what we want and we like makes us have really passion It is very vital to indicate the importance of English learning styles because there are demands of society People needs to know and use English but they have difficulties in finding the best solution to study Researching learning styles will help people have more chances to study better Learning style is an important factor that affects to the second language learning (SLL) In fact, many researchers and teachers seem to know of the concept, and most of them find learning styles interesting and important However, there is little research that reveals about the relationship between learning styles and success in English learning Therefore, the author would like to find out more information about out of class learning and its application in teaching English Furthermore, both the Vietnamese teachers and learners of English at high school facing many problems in teaching and learning English Especially as the students in the countryside who lack of good equipment to practice four skills in English (reading, writing, listening and speaking) Thus, carrying out a study on learning styles preferences to instruct students many practical and suitable lessons to learn in class and by themselves and help them more and more advanced Lastly, the author is a teacher of English in high school He is aware that knowing and catering to students’ learning styles can help them a great deal to improve their English For the reason above, the author has determined to choose the topic A study on learning style preferences at Phan Dang Luu high school 1.2 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 skkn 1.3 Scope of the study The study is carried out in Phan Dang Luu high school where the author has taught for years The subjects are limited to 88 students at the 10 th graders in Phan Dang Luu high school, which is a limitation of the research as a result The author wishes to focus on learning styles and the importance of learning styles, some suggestions for students to help them make use of their strengths and some clues for teachers to satisfy student’s learning styles in classroom skkn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an PART 2: CONTENT I.THEORETICAL BACK GROUND Definitions Learning style is “an individual’s mode of gaining knowledge” (Dictionary.com, 2012) The visual learning style is considered to be a “process through which students gain knowledge and understanding through explicitly visual tools” (Lewis, 2012) The kinesthetic learning style means that the student learns best when they are permitted to touch and feel through physical activity (Lewis, 2012) The auditory learner learns best when they are able to hear the instruction (Fleming, 2012) An assessment is “an act of evaluation” (Dictionary.com, 2012) 1.1 Learning style Learning styles are the preferred or habit patterns of mental functioning when dealing with new information There are a great deals of definitions of learning styles Because a learning style involves perception, cognition conceptualization, affect and behaviors, it is understandable that various learning style models and definition exist According to Keefe (1979, p4), learning styles are ‘characteristic, cognitive, affective and physiological behaviors that serve as relatively stable indicators of how learners perceive, interact with and respond to the learning environment” What the author understands from Keefe’s definition is that learning styles refers to one’s attitudes and manners which are typical cognitive They are signs that show how students become aware of communicate with and react favorably to learning situations Cornett (1983, p9) proposes that “learning style is a consistent pattern of behavior but with a certain range of individual variability Styles than are overall patterns that give general direction to learning behavior” Cornett means that one’ learning style is not changing but to some extent it has the tendency to vary according to each individual Styles play a significant role in guiding students’ learning Dunn and Griggs (1988, p3) define learning style as “the biologically and developmentally imposed set of characteristics that make the same teaching and method wonderful for some and terrible for others’ Dunn and Griggs want to refers to style conflicts between teachers and students Each one has his/her own typical characteristics and personality sp he/she has his/her own ways of learning In the classroom, students will well if their learning styles suit their teacher’s and the teacher’s teaching methods will not be effective if they not suit students’ learning styles Scarcella (1990, p114) views learning styles learning styles as ‘cognitive and interactional patterns which affect the ways in which students perceive, remember, Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn skkn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 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 refers to an individual’s natural, habitual and preferred ways of absorbing processing, and retaining new information and skills which persists regardless of teaching methods or content area Everyone has a learning style, but each person is as unique as a signature Each signature appears to be influenced by both nature and nurture: it is a biological and developmental set of characteristics Lawrence( 1984) indicates that the term learning style is used loosely in educational research to encompass four traits: (a) cognitive style,preferred of habitual patterns of mental functioning;(b) patterns of attitudes or interests that influence a person’s attention in a learning situation; (c) a disposition to seek learning environments compatible with one’s cognitive style attitudes and interests and to avoid incompatible environments, and (d) a disposition to use certain learning tools( learning strategies) and avoid others This comprehensive definition of learning style thus spills over into the affective domain and helps predict strategy choice Willing (1988) defines learning styles as an inherent, pervasive set of characteristics related to how learners prefer to learn or to deal with new information Learning style contains many different cognitive, social and affective elements Examples of these elements are analytical –global processing (cognitive), competition- cooperation (social), and risk-taking (affective) According to Reid (1987), learning styles are considered as variations among learners using one or more senses to understand, organize and retain experience, which means learning styles differ according to various composite of learners’ abilities in their learning process Learning style is a consistent way of functioning that reflects cultural behaviors patterns and like other behaviors in influenced by cultural experiences, may be revised as a result of training or changes in learning experiences Learning styles are thus “moderately strong habits rather than intractable biological attributes (Reid,1987,p.100) Also, learning style is defined as ‘ an individual’s natural, habitual and preferred way of absorbing, processing, and retaining new information and skills” (Reid,1987: iix) or the term “learning style” refers to a person’s general approach to learning and problem –solving (Reid (1998,p.ix) asserts that “ learning styles are internally based characteristics, often not perceived or consciously used by learners, for the intake and comprehension of Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn skkn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an new information” Among the various definitions of learning styles, the definition by Reid (1998) is now the most widely accepted (Peacock, 2001) The definition by Reid (1998) seems the most comprehensive, thus, it is chosen for the current study, 1.2 Visual learning style Fatt (2000) says that people with a visual learning preference “see the world by constructing or remembering mental images” (p 35) Fatt (2000) says that visual learners would prefer reading, observing, and the display of data and visual aids Visual students would rather learn by watching movies, film strips, pictures, and graphs which help integrate the subject (Fatt, 2000) When taking a test, a visual learner would better on the test if the test had visual diagrams (Fatt, 2000) Students who show a preference for a visual learning style and are given instruction with visual aids will perform better when given the appropriate materials (Cegielski et al., n.d.) Teaching strategies used for visual learners could include demonstrations, pictures, or graphs (Coker, 1996) Some key words that can be used to get a visual learner to pay attention are: see, look, imagine, observe, search, and perceive (Coker, 1996) 1.3 Auditory learning style Persons with an auditory learning preference prefer sound and make better decisions on what they have heard or read (Fatt, 2000) Fatt (2000) says that auditory learners would prefer lectures, seminars, discussions, and tapes By letting auditory learners to listen to tape recordings of material, they are more likely to ask questions about what they have learned and may not have understood (Fatt, 2000) When taking a test, an auditory learner would their best by being given an oral examination (Fatt, 2000) A particular interest to faculty is auditory learners who learn best by listening (Davis & Franklin, 2004) According to Davis & Franklin (2004) the auditory dimension is not like the social dimension at all The auditory dimension is considered to be exclusive; “learners have high, neutral, or low aptitudes for auditory environments” (Davis & Franklin, 2004, p 54) Some key words to use with auditory leaners include rhythm, hear, detect, tempo, and flow (Coker, 1996) According to Coker (1996), “The learner may also want to visually compare his or her technique to a model demonstrating the desired movement” (p 67) Using the appropriate materials with auditory learners on mathematics can develop their understanding of the topic being taught (Hardy, 2010) According to Hardy (2010), “Auditory students can clearly hear the answer ringing out at them in particular instances, such as the factorization of 3pqr + 15pq (Hardy, 2010) By using key words such as state, substitute, and solve in mathematics, teachers can maximize the retaining of information with students (Hardy, 2010) Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn skkn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 1.4 Kinesthetic learning style The individuals with a kinesthetic learning preference communicate with the environment by feelings or feeling (Fatt, 2000) Students who are considered to be kinesthetic learners prefer to learn by doing (Fatt, 2000) Kinesthetic learners “prefer a trial and error method of learning” (Fatt, 2000, p 36) This type of learner would rather not learn by explanations, visual presentations, and discussions (Fatt, 2000) A kinesthetic learner would rather be learning with hands-on experience which helps them create and develop what they have learned (Fatt, 2000) By giving a test with task-oriented questions a kinesthetic learner would have better results (Fatt, 2000) A person with a kinesthetic preference of learning has “the ability to use the body to build rapport, to console, to persuade, and to support others (Silver et al., 1997) Some careers a kinesthetic learner would be good at are a coach, counselor, professional athlete, or even a choreographer (Silver et al., 1997) The importance of learning style According to Lohri-Posey (2003), “Learning styles indicate an individual’s preferential focus on different types of information, the different ways of perceiving information, and the rate of understanding information” (p 54) Having an understanding of the learning style preferences of students can provide effective learning strategies for teachers to use (Lohri-Posey, 2003) Students who share a learning style that is attuned with the teacher remember information longer and are more optimistic about learning (Lohri-Posey, 2003) Often, students will not that well in school, this is due to the fact that they “lack the ability to cope with various situations” (Fatt, 2000) Students not coping with various situations is one of the greatest challenges in education (Fatt, 2000) By using individual’s specific learning styles in the classroom, teachers are promoting problem-solving skills (Fatt, 2000) By promoting problem solving skills in classrooms teachers are preparing students for real life situations By making students aware of their specific learning style teachers can “encourage them to realize the importance of appropriate learning styles for different disciplines or subjects and that such styles may hopefully be changed to suit changing learning situations” (Fatt, 2000, p 37) According to Fatt (2000) students will not benefit from teaching methods being mismatched to the student’s styles of learning By teachers providing a learning environment that suits the unique learning styles of students they can “learn better and be more comfortable in their own learning styles instead of having to adapt themselves to the differing teaching styles of teachers” (Fatt, 2000, p 38) Due to the fact that teachers present their personalities through their teaching and their learning environment, teachers can become more flexible in knowing Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn skkn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an their students learning styles (Fatt, 2000) According to Manochehri & Young (2006), “Researchers believe that learning style is a good predictor of an individual’s preferred learning behavior” (p 314) Having a teacher who understands the learning style or behavior of a student can minimize problmes that may come up with learning By matching a students learning style to a specific teaching style can increase student achievement and satisfaction (Manochehri & Young, 2006) According to Naimie, Siraj, Abuzaid, & Shagoholi (2010) studies have shown that “the congruence between teaching and learning styles has a positive impact on achievement and satisfaction” (p 85) According to Naimie et al (2010), “learning style specialists have confirmed the theory that students will learn more and enjoy the class experience and environment when they can use their preferred learning styles” (Naimie et al., 2010) According to Kahtz & Kling (1999), “Developing instructional methods and materials that are appropriate for a wide range of cognitive learning styles should be a priority of all educators” (p 413) Due to the fact that students respond better to instructional methods that match their learning style, integrating different learning styles in the classroom environment can enhance the benefits for everyone (Kahtz & Kling, 1999) Matching the teachers learning methods to the students learning preferences will allow the student to “acquire a better understanding of the subject matter in question” (Cegielski, Hazen, & Rainer, n.d., p 136 Relationship between learning styles and learning strategies and teaching styles Styles are usually at the root of an individual’s natural strategy preferences, it is logical to start with styles and then move to strategies The term ” language learning style” is used to encompass aspects of the learner:: (1) cognitive style.i.e preferred or habitual patterns of mental functioning; (2) patterns of attitudes and interests that affect what an individual will pay most attention to in a learning situation; (3) a tendency to seek situations compatible with one’s own learning patterns; and (4) a tendency to use certain learning strategies and avoid others (Lawrence 1984) Learning style is pervasive (Willing,1988) and is a mixture of cognitive, affective and behavioral elements( Oxford $ Ehrman 1988) “Language learning strategies” , in contrast to styles , are much more specific They are the often –conscious steps or behaviors used by language learners to enhance the acquisition, storage, retention, recall and use of new information (Rigney,1978; Oxford,1990b) Strategies are malleable and teachable (Brown, Campione, and Day 1981; Oxford, 1990a; O’Malley and Chamot,1990) However, when left to their own devices and if not overly pressured by their environment to use a certain set of strategies, students typically use learning strategies that reflect their basic learning style Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn skkn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an (Ehrman&Oxfrod,1988,1989;Ehrman,1989,1990) In this study, the author pays attention to main strategies 3.1 Visual learner strategies The visual learners should have a clear view of your teachers when they are speaking Therefore, learners can see their body language and facial expression Furthermore, using color to highlight important point in texts, visualizing information as a picture, illustrating ideas as a picture are some indispensable solutions for this learning Another necessary strategy is that the learners can study in a quiet place away from verbal distances Moreover, it is important that they should make charts, graphs, tables in their notes Moreover, in class, visual learners may participate actively, which keep them involved Specially, when memorizing materials, they should write it over and over They should remember that keeping the pencil and paper handly always helps them to write their ideas There are some strategies for visual learners to learn better 3.2 Auditory learner strategies The auditory learners should have some effective strategies In the classroom, the auditory learner should think aloud and talk to yourself , participate in class discussions/debates, make speeches and presentations Moreover, discussing ideas verbally with a friend or small group can help them to develop their practical abilities A useful way to learn is using a tape recorder to record what the teacher say in class So that, at home they can listen again the content of the lesson by means of the recorder Furthermore, playing music background will give inspiration for them to learn In fact, the auditory learners should sit near the side or back of the classroom where is less visual stimulations Discuss your ideas verbally with a friend or small group 3.3 Tactile or Kinesthetic Learner Strategies The kinesthetic learner should take frequent study breaks , vary some activities Making studying more physical-work at a standing desk, chewing gum while memorizing, reading while on an exercise bike, mold apiece of clay, squeeze a tennis ball are some interesting measurements for learners Besides, another solution is using bright color to highlight reading material, dress up the work space with poster and color Specially , When learners reading, they can first skim through the whole thing to get a feel for what its about, then read the chapter carefully In addition, to memorize best, they can use spatial note taking techniques such as mind map is really a good strategy Moreover, complex projects from start to finish before beginning should be visualized-this will allow them to keep the big picture in mind Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn skkn