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MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY COLLEGE OF FOREIGN LANGUAGES NGUYEN THI THANH XUAN AN INVESTIGATION INTO ENGLISH LANGUAGE LEARNING STYLES OF STUDENTS IN HO CHI MINH CITY UNIVERSITY OF INDUSTRY MA THESIS IN EDUCATION HUE, 2010 i MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY COLLEGE OF FOREIGN LANGUAGES NGUYEN THI THANH XUAN AN INVESTIGATION INTO ENGLISH LANGUAGE LEARNING STYLES OF STUDENTS IN HO CHI MINH CITY UNIVERSITY OF INDUSTRY FIELD OF STUDY: THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 60.14.10 MA THESIS IN EDUCATION SUPERVISOR: PHAM THI HONG NHUNG, D.Ed HUE, 2010 ii STATEMENT OF AUTHORSHIP I hereby declare that this study is the result of my own research The information given in this thesis is true and correct and I certify that all the material which is not my own has been identified Author Nguyễn Thị Thanh Xuân iii ACKNOWLEDGEMENTS The author wishes to express her deepest gratitude to Dr Phạm Thị Hồng Nhung, her supervisor for encouragement and guidance throughout the research Without her well-designed plan and meticulous review of the draft, this thesis would have been impossible Also many thanks to all the lecturers of the TESOL M.A program at Hue College of Foreign Languages for their generous support and helpful instructions during the course from year 2007 to 2010 The author would also like to acknowledge and express her appreciation for the advice of her classmates and colleagues, especially Mr Nguyễn Văn Định, for his great assistance in SPSS to analyze the data Besides, the author is indebted to the HUI teachers and students for their assistance in collecting the data for this study Most of all, the author would like to express her special gratitude to her dear parents and her husband for their understanding and support iv TABLE OF CONTENTS Contents Pages SUB COVER PAGE i STATEMENT OF AUTHORSHIP ii ACKOWLEDGEMENTS iii TABLE OF CONTENTS LIST OF ABBREVIATIONS LIST OF TABLES LIST OF CHARTS ABSTRACT CHAP TER I-INTRODUCTION 1.1 Rationale of the study 1.2 Statement of problem 1.3 Reasons for doing the research 10 1.5 Significance of the research 11 1.6 Scope of the research 12 1.7 Definition of key terms 12 1.7.1 Learning behavior 12 1.7.2 Cognitive styles 12 1.7.3 Learning strategies 12 1.7.4 Learning needs 13 1.7.5 Learning preferences 13 1.7.6 Learning styles 13 1.7.7 Perceptual learning styles 13 1.7.8 Personality 13 1.7.9 Teaching styles 14 1.7.10 Learning environment 14 1.8 The organization of the thesis 14 CHAP TER II-LITERATURE REVIEW 16 2.1 Definition of learning styles 16 2.2 Classification of learning styles 19 2.2.2.1 Diverging (concrete, reflective) 20 2.2.2.2 Assimilating (abstract, reflective): 21 2.2.2.3 Converging (abstract, active) 21 2.2.2.4 Accommodating (concrete, active) 21 2.2.3 Reid‟s classification 22 2.2.3.1 Cognitive learning styles 22 2.2.3.2 Sensory learning styles 23 2.2.3.2.1 Perceptual learning styles 23 2.2.3.2.2 Environmental learning styles 24 2.2.3.3 Personality (Psychological) learning styles 25 2.3 Learning preferences and learning styles 27 2.3.1 Learning preferences and behavior 27 2.3.2 Learning preferences and personality 28 2.3.3 Learning preferences and intelligence 29 2.3.4 Learning preferences and teaching styles 29 2.3.5 Learning preferences and learning environment 30 2.4 Learners‟ learning style preferences 31 2.5 Comparing students‟ and teachers‟ perception of learning style 33 2.6 Influential learning styles models 35 2.6.1 Kolb experiential learning model 35 2.6.2 Gregorc learning style model (Gregorc, 1985) 35 2.6.3 The VARK model (Fleming, 2001) 36 2.6.4 Felder-Silverman Learning/Teaching style model 36 2.6.5 The Index of Learning Styles (ILS) (Felder and Soloman, 2004) 37 2.6.6 Dunn and Dunn learning style model 37 2.6.7 Myers-Briggs Type Indicator (MBTI) (Myers-Briggs, 1998) 38 2.6.8 Perceptual Learning Style Preference Questionnaire (PLSPQ) 38 2.6.9 Brindley‟s questionnaire 38 CHAP TER III-METHODOLOGY OF THE RESEARCH 40 3.1 Research methods: 40 3.2 Population 40 3.3 Research instruments 41 3.3.1 Questionnaire: 41 3.3.1.1 Perceptual Learning Style Preference Questionnaire 41 3.3.1.2 Brindley‟s questionnaire 43 3.4 Data collection procedure 44 3.4.1 Pilot study: 44 3.4.2 Procedure 45 3.5 Data analysis method: 46 CHAP TER IV-ANALYSIS AND DISCUSSION 48 4.1 Results of Perceptual Learning Style Preference Questionnaire 48 4.2 Results of Brindley‟s questionnaire 57 4.3 Results of Interview and Observation 76 CHAP TER V-CONCLUSIONS AND IMPLICATIONS 79 5.1 Conclusions 79 5.2 Pedagogical Implications 81 5.2.1 Implications from the result of PLSPQ 81 5.2.2 Implications from the result of Brindley‟s questionnaire 84 5.3 Limitation of the study 86 REFERENCES 88 APPENDICES LIST OF ABBREVIATIONS HUI: Ho Chi Minh city University of Industry EFL: English as Foreign language ESL: English as Second language PLSPQ: Perceptual Learning Style Preference Questionnaire ESP: English for Special Purposes SPSS: Statistical Package for Social Sciences LIST OF TABLES Table 2.1: List of some learning style definitions Table 4.1: Descriptive Statistics of Total Mean Scores of Learning Style Preference Table 4.2: Student‟s Visual Learning Style Preference Table 4.3: Student‟s Kinesthetic Learning Style Preference Table 4.4: Student‟s Tactile Learning Style Preference Table 4.5: Student‟s Auditory Learning Style Preference Table 4.6: Student‟s Group Learning Style Preference Table 4.7: Student‟s Individual Learning Style Preference Table 4.8: Satisfaction with Achievement Table 4.9: Learning mode Table 4.10: Preference for Homework Table 4.11: Time Allocation for Homework Table 4.12: Learning Inside/Outside Classroom Table 4.13: Ways of Learning Table 4.14: Vocabulary Learning Table 4.15: Error Correction Table 4.16: Peer Correction Table 4.17: Media Preference Table 4.18: Learning Activities Table 4.19: Assessment of Language Performance Table 4.20: Expression of Satisfaction in Progress LIST OF FIGURES Figure 4.1: Student‟s Learning Style Preferences Figure 4.2: The correlation between teachers' and students‟ responses to the achievement Figure 4.3: The correlation between teachers' and students‟ responses to the learning mode Figure 4.4: Preference for homework Figure 4.5: The correlation between teachers‟ and students‟ responses to inside/outside classroom Figure 4.6: The correlation between teachers‟ and students‟ responses to ways of learning Figure 4.7: The correlation between teachers‟ and students‟ responses to vocabulary learning Figure 4.8: The correlation between teachers‟ and students‟ responses to media Figure 4.9: The correlation between teachers‟ and students‟ responses to learning activities Figure 4.10: The correlation between teachers‟ and students‟ responses to the satisfaction in progress APPENDIX Perceptual Learning Style Preference Questionnaire Name: Class: Age: _ Male or Female: _ How long have you studied English? Directions: This questionnaire is designed to help you identify the ways you learn best and the ways you prefer to learn Read each statement Please respond to the statements as they apply to your study of English Decide if you strongly agree, agree, are undecided, disagree, or strongly disagree with each statement Circle your answer Example: (1) I prefer to work by myself Strongly Agree Agree Undecided Disagree Strongly Disagree Please respond to each statement quickly, without too much thought Try not to change your answers after you choose them When (1) (2) the teacher tells me the Strongly Agree Agree Undecided Disagree Strongly Disagree I prefer to learn by doing something in Strongly Agree Agree Undecided Disagree Strongly Disagree instructions, I understand better class I get more work done when I work (3) with others I learn more when I study with a (4) Strongly Agree Agree Undecided Disagree Strongly Disagree teacher writes on the blackboard When someone tells me how to (7) Strongly Agree Agree Undecided Disagree Strongly Disagree others I learn better by reading what the (6) Strongly Agree Agree Undecided Disagree Strongly Disagree group In class, I learn best when I work with (5) Strongly Agree Agree Undecided Disagree Strongly Disagree Strongly Agree Agree Undecided Disagree Strongly Disagree something in class, I learn it better 99 When I things in class, I learn (8) better I remember things I have heard in (9) (18) (19) (21) When I work alone, I learn better Strongly Agree Agree Undecided Disagree Strongly Disagree I understand things better in class Strongly Agree Agree Undecided Disagree Strongly Disagree when I participate in role-playing better when I listen to Strongly Agree Agree Undecided Disagree Strongly Disagree I enjoy working on an assignment Strongly Agree Agree Undecided Disagree Strongly Disagree someone with two or three classmates When I build something, I remember 22 (23) (24) Strongly Agree Agree Undecided Disagree Strongly Disagree what I have learned I prefer to study with others Strongly Agree Agree Undecided Disagree Strongly Disagree I learn better by reading than by Strongly Agree Agree Undecided Disagree Strongly Disagree listening to someone I enjoy making something for a class (25) Strongly Agree Agree Undecided Disagree Strongly Disagree lecture I learn (20) Strongly Agree Agree Undecided Disagree Strongly Disagree I study I learn better when the teacher gives a (17) Strongly Agree Agree Undecided Disagree Strongly Disagree experiments I learn better when I make drawings as (16) Strongly Agree Agree Undecided Disagree Strongly Disagree for a class project I enjoy learning in class by doing (15) Strongly Agree Agree Undecided Disagree Strongly Disagree things better I learn more when I make something (14) Strongly Agree Agree Undecided Disagree Strongly Disagree instructions When I study alone, I remember (13) Strongly Agree Agree Undecided Disagree Strongly Disagree of something I understand better when I read (12) Strongly Agree Agree Undecided Disagree Strongly Disagree them I learn more when I can make a model (11) Strongly Agree Agree Undecided Disagree Strongly Disagree class better than things I have read When I read instructions, I remember (10) Strongly Agree Agree Undecided Disagree Strongly Disagree Strongly Agree Agree Undecided Disagree Strongly Disagree project 100 I learn best in class when I can (26) participate in related activities In class, I work better when I work (27) (30) Strongly Agree Agree Undecided Disagree Strongly Disagree myself I learn more by reading text-books (29) Strongly Agree Agree Undecided Disagree Strongly Disagree alone I prefer working on projects by (28) Strongly Agree Agree Undecided Disagree Strongly Disagree Strongly Agree Agree Undecided Disagree Strongly Disagree than by listening to the teacher I prefer to work by myself Strongly Agree Agree Undecided Disagree Strongly Disagree How to Score: Strongly Agree (5) Agree (4) Undecided (3) Disagree (2) Strongly Disagree (1) Visual: (6) _+ (10) _+ (12) _+ (24) + (29) = Total x = SCORE of _ Tactile: (11) + (14) + (16) + (22) + (25) _= Total x = SCORE of _ Auditory: (1) + (7) + (9) + (17) + (20) = Total x = SCORE of _ Group: (3) + (4) + (5) + (21) + (23) = Total x = SCORE of _ Kinesthetic: (2) + (8) + (15) + (19) +(26) = Total x = SCORE of _ Individual: (13) + (18) + (27) + (28) +(30) = Total x = SCORE of _ Source: Joy Reid, University of Wyoming (cited in Richards and Lockhart) Major learning style preference: 38-50 Minor learning style preference: 25-37 Negligible: 0-24 101 PHIẾU KHẢO SÁT SỞ THÍCH TRI GIÁC VỀ PHONG CÁCH HỌC Thông tin cá nhân: Tên: Nam Nữ Lớp: Phiếu khảo sát: Bạn đọc câu phát biểu sau vui lòng cho biết mức độ đồng ý thân bạn phát biểu cách đánh dấu () vào ô tương ứng Thang mức độ Hồn Số Tình T T tồn Khơng đồng đồng ý ý Khi giáo viên đưa lời dẫn tơi hiểu tốt Tơi thích học cách làm hoạt động học tập lớp học Khi làm việc với người khác, làm nhiều việc Tôi học nhiều tơi học nhóm Ở lớp, học tốt học với người khác Tơi học tốt cách đọc giáo viên viết bảng Khi tơi cách làm điều lớp tơi học tốt 102 Khơng chắn Hồn Đồng tồn ý khơng đồng ý Tơi học tốt tham gia vào hoạt động lớp Tôi nhớ điều nghe lớp tốt điều tự đọc Khi đọc tài liệu giáo 10 viên phát nhớ chúng tốt Khi tơi tìm ví dụ cho điều 11 học tơi học nhiều Tôi hiểu tốt đọc tài 12 liệu từ giáo viên 13 Khi học nhớ tốt Tôi học nhiều làm 14 điều cho cơng trình nghiên cứu lớp Ở lớp, tơi thích học cách làm 15 thí nghiệm Khi tơi vẽ minh họa cho điều 16 học tơi học nhiều Tôi nghe tốt nghe giáo viên 17 thuyết giảng Khi tơi làm việc mình, tơi làm 18 tốt Trên lớp, việc tham gia hoạt động 19 „đóng vai tình huống‟ giúp tơi hiểu tốt 103 Tơi lắng nghe lớp, tơi học 20 tốt Tơi thích làm tập với 21 bạn lớp Khi tơi áp dụng điều 22 học vào thực tế tơi nhớ tốt 23 Tơi thích học với người khác Tơi học cách tự học tơt 24 lắng nghe từ người khác Tơi thích làm việc cho 25 cơng trình nghiên cứu lớp Ở lớp, học tốt tham gia 26 vào hoạt động có liên quan Tơi làm việc tốt làm việc 27 lớp Tơi thích tự làm cơng trình 28 nghiên cứu Đọc sách giáo khoa giúp học tốt 29 30 nghe giảng Tơi thích tự làm việc Cám ơn cộng tác bạn! 104 APPENDIX Brindley’s questionnaires for students (Version 1) HOW DO YOU LIKE LEARNING? Please put a circle around your answer Name: Male Female Age: Are you satisfied with your achievement in English? YES NO In class you like learning: a) individually? YES NO b) in pairs? YES NO c) in small groups? YES NO d) in one large group? YES NO e) other (specify please) Do you want to homework? YES NO If so, how much time you spend for homework outside class hours? hours a day or hours a week How would you like to spend this time? a) preparing for the next class? YES NO b) reviewing the day's work? YES NO c) other (specify please) Do you want to a) spend all your learning time in the classroom? YES NO b) spend some time in the classroom and some time practicing your English with people outside? YES NO c) other (specify please) Do you like learning a) by listening? YES NO 105 b) by reading? YES NO c) by copying from the board? YES NO d) by listening and taking notes? YES NO e) by reading and making notes? YES NO f) by repeating what you hear? YES NO g) by making summaries? YES NO h) other (specify please) When learning new vocabulary, you like learning a) by using new words in a sentence YES NO b) by thinking of relationships between known and new YES NO c) by saying or writing words several times YES NO d) by avoiding verbatim translation YES NO e) by guessing the unknown YES NO f) by reading without looking up words YES NO g) other (specify please) When you speak you want to be corrected a) immediately, in front of everyone? YES NO b) later, at the end of the activity, in front of everyone? YES NO c) later, in private? YES NO d) other (specify please) Do you mind if other students sometimes correct your written work? YES NO Do you mind if the teacher sometimes asks you to correct your own work? YES NO 10 Do you like learning from a) television/video/films? YES NO b) radio? YES NO c) tapes/cassettes? YES NO d) written material? YES NO 106 e) the blackboard? YES NO f) pictures/posters? YES NO g) other (specify please) 11 Do you the following in your class? a) Role play YES NO b) Language games YES NO c) Songs YES NO d) Talking with and listening to other students YES NO e) Memorizing conversations/dialogues YES NO f) Getting information from guest speakers YES NO g) Getting information from planned visits YES NO h) Writing a learning diary YES NO i) Learning about culture YES NO 12 How you like to find out how much your English is improving? a) By written tasks set by the teacher? YES NO b) By seeing if you can use the language you have learnt in real-life situations? YES NO c) other (specify please) 13 Do you get a sense of satisfaction from a) having your work graded? YES NO b) being told that you have made progress? YES NO c) feeling more confident in situations that you found difficult before? YES NO d) other (specify please) 107 CÂU HỎI KHẢO SÁT - Họ tên: - Giới tính: Tuổi: - Lớp: Quê quán: - Ngày vấn: Môn học: - Giờ vấn: từ …………đến …… Vui lòng khoanh câu trả lời bạn (chọn yes/ no) cho câu hỏi Item 1: Bạn có hài lịng thành tích đạt Tiếng Anh?YES NO Item 2: Trong lớp, bạn thích học (1) theo cá nhân YES NO (2) theo cặp YES NO (3) theo nhóm nhỏ YES NO (4) theo nhóm lớn YES NO (5) cách khác (vui lòng ghi rõ) Item 3: Bạn có muốn làm tập nhà khơng? YES NO Nếu có, bạn dành thời gian cho việc làm tập nhà học lớp … giờ/ ngày … giờ/ tuần Item 4: Bạn dành thời gian làm tập nhà cho cơng việc gì? (1) chuẩn bị cho buổi học tới YES NO (2) ơn lại học ngày YES NO (3) khác (vui lòng ghi rõ) Item 5: Bạn có muốn (1) dành tồn thời gian học lớp? YES NO (2) dành thời gian học bạn phần lớp phần luyện tập tiếng Anh với người khác lớp? YES NO (3) khác (vui lòng ghi rõ) (4) khác (vui lòng ghi rõ) Item 7: Khi học từ mới, bạn thích học cách: 108 (1) sử dụng từ vào câu YES NO (2) suy nghĩ mối quan hệ từ biết từ YES NO (3) đọc viết từ nhiều lần YES NO (4) tránh dịch nguyên văn YES NO (5) đốn từ YES NO (6) đọc mà khơng cần tra từ YES NO (7) khác (vui lòng ghi rõ) Item 8: Khi bạn nói, bạn muốn sửa lỗi (1) sai, trước mặt người YES NO (2) sau đó, kết thúc, trước mặt người YES NO (3) sau đó, nói riêng với bạn YES NO (4) khác (vui lòng ghi rõ) Item 6: Bạn thích học cách (1) nghe YES NO (2) đọc YES NO (3) ghi chép từ bảng YES NO (4) nghe ghi lại YES NO (5) đọc ghi lại YES NO (6) lặp lại bạn nghe YES NO (7) viết tóm tắt YES NO Item 9: Bạn có cảm thấy (1) phiền/ khó chịu vài sinh viên khác sửa lỗi viết bạn YES NO (2) phiền/ khó chịu đơi giáo viên bảo bạn tự sửa YES NO Item 10: Bạn có thích học từ (1) television/video/phim YES NO (2) radio YES NO 109 (3) băng/máy cassettes YES NO (4) tài liệu viết YES NO (5) bảng đen YES NO (6) tranh ảnh/posters YES NO (7) khác (vui lòng ghi rõ) Item 11: Bạn có tham gia hoạt động sau lớp khơng? (1) đóng vai YES NO (2) trị chơi ngơn ngữ YES NO (3) hát YES NO (4) nói nghe sinh viên khác YES NO (5) ghi nhớ đối thoại/ đoạn hội thoại YES NO (6) lấy thông tin từ diễn thuyết khách mời YES NO (7) lấy thông tin từ chuyến thăm lên kế hoạch YES NO (8) viết nhật ký học tập YES NO (9) học văn hóa YES NO Item 12: Bằng cách bạn biết Tiếng Anh bạn tiến chừng nào? Bằng cách: (1) viết giáo viên đề YES NO (2) sử dụng ngôn ngữ học trường hợp thực tế YES NO (3) khác (vui lòng ghi rõ) Item 13: Bạn có cảm giác hài lịng thơng qua vi ệc: (1) cho điểm công việc bạn YES NO (2) khen là bạn có tiến YES NO (3) cảm thấy tự tin trường hợp mà trước bạn cảm thấy khó YES NO (4) khác (vui lịng ghi rõ) 110 APPENDIX Brindley’s questionnaires for teachers (Version 2) HOW DO YOUR STUDENTS LIKE LEARNING? Please put a circle around your answer Are you satisfied with your students' achievement in English? YES NO In class your students like learning a) individually? YES NO b) in pairs? YES NO c) in small groups? YES NO d) in one large group? YES NO e) other (specify please) Do they want to a) spend all their learning time in the classroom? YES NO b) spend some time in the classroom and some time practicing their English with people outside? YES NO c) other (specify please) Do they like learning a) by listening? YES NO b) by reading? YES NO c) by copying from the board? YES NO d) by listening and taking notes? YES NO e) by reading and making notes? YES NO g) by making summaries? YES NO h) other (specify please) When learning new vocabulary, they like learning a) by using new words in a sentence YES NO b) by thinking of relationships between known and new YES NO 111 c) by saying or writing words several times YES NO d) by avoiding verbatim translation YES NO e) by guessing the unknown YES NO f) by reading without looking up words YES NO g) other (specify please) When they speak they want to be corrected a) immediately in front of everyone? YES NO b) later, at the end of the activity, in front of everyone? YES NO c) later, in private? YES NO d) other (specify please) Do they mind if other students sometimes correct their written work? YES NO Do they mind if you as the teacher sometimes ask them to correct their own work? YES NO Do they like learning from a) television/video/films? YES NO b) radio? YES NO c) tapes/cassettes? YES NO d) written material? YES NO e) the blackboard? YES NO f) pictures/posters? YES NO g) other (specify please) Do you the following in your class? a) Role play YES NO b) Language games YES NO c) Songs YES NO d) Talking with and listening to other students YES NO e) Memorizing conversations/dialogues YES NO 112 f) Getting information from guest speakers YES NO g) Getting information from planned visits YES NO h) Writing a learning diary YES NO i) Learning about culture YES NO 10 How you think students like to find out how much their English is improving? By a) written tasks set by you? YES NO b) seeing if they can use the language they have learnt in real-life situations? YES NO c) other (specify please) 11 Do you think students get a sense of satisfaction from a) having their work graded? YES NO b) being told that they have made progress? YES NO c) feeling more confident in situations that they found difficult before? YES NO d) other (specify please) 113
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