Aims and research questions
The general aim of this research paper is to explore what English vocabulary learning strategies of second year students of different learning styles at School of Law, VNU are
This research paper aims to classify the learning styles of second-year law students at VNU in their English vocabulary acquisition Additionally, it seeks to identify the most prevalent vocabulary learning strategies used by each learning style group during their B1 English course Ultimately, the findings are expected to provide recommendations for enhancing vocabulary learning strategies that align with students' individual learning styles.
Overall, the research objectives are to answer the three questions below:
- What are the learning style preferences as perceived by second-year students at School of Law, VNU?
- What are the most common vocabulary learning strategies exploited by each learning style?
- What are the suitable English vocabulary learning strategies for each learning style as recommended by the teachers of English at School of Law, VNU?
Significance
This study aims to explore how learning style preferences affect the vocabulary learning strategies of second-year students at the School of Law, VNU The findings are anticipated to benefit students, educators, and researchers in the field of English Language Teaching (ELT).
The study aims to help second-year B1 English students identify their individual learning styles, enabling them to adopt vocabulary learning strategies that align with their preferences, ultimately enhancing their vocabulary acquisition outcomes.
This article is beneficial for teachers responsible for B1 English courses for non-major students, as it highlights the impact of learning style preferences on student performance By understanding these influences, educators can effectively adapt their vocabulary teaching methods and recommend appropriate self-study strategies, ultimately leading to improved outcomes for their students.
Last but not least, it is expected that this research paper could help enrich the literature review of the same field.
Scope
This study focuses on the vocabulary learning strategies and preferences of second-year students at the School of Law, VNU, specifically for English, rather than other languages like French or Chinese, or skills such as speaking and listening.
English course and expected to reach English Level 3 after this course.
Methods
The researcher utilized two key instruments to address the research questions: a survey questionnaire and semi-structured interviews The first questionnaire, consisting of 30 multiple-choice questions, was administered to 65 second-year law students at VNU to identify their learning styles, subsequently categorizing them into three distinct groups The second questionnaire, featuring 24 questions, aimed to determine the most and least common vocabulary learning strategies utilized by each learning style group Additionally, semi-structured interviews were conducted with three English teachers to gather their insights on effective vocabulary learning strategies tailored to each learning style.
The study began by distributing an initial questionnaire to 65 participants Following this, a second questionnaire was administered to identify the most and least common vocabulary learning strategies associated with various learning styles Finally, interviews with three English teachers were conducted to gather their recommendations on suitable vocabulary learning strategies tailored to each learning style.
After the data has been collected, they are processed with both quantitative and qualitative methods
The initial questionnaire administered to students involved tallying their responses to identify the most common choices Based on these results, students were classified into three distinct learning styles, with those predominantly selecting option A categorized as "visual" learners.
“auditory” (if he mostly chooses B) and “kinesthetic” (if he mostly chooses C) After that, the questionnaires are summed up to categorize 65 students into three categories of learning styles
The second questionnaire analyzed student responses across various learning styles, utilizing the SPSS program to assess the frequency of different learning strategies, ranging from never to very frequently.
They are all inserted into a table to show which strategies are most or least commonly used among the students belonging to each group of learning style
The semi-structured interview with three teachers was transcribed and analyzed based on the final research question The findings are organized into three sections, each corresponding to different learning styles Each section includes two subparts: the first highlights the teachers' observations on their students' approaches to learning English vocabulary, while the second offers recommendations for effective vocabulary learning strategies tailored to each learning style.
Structure of the study
This study consists of three parts: Introduction, Development and Conclusion
Part A: Introduction- presents the reasons for carrying out this study, defines the specific purposes, research questions, the scope of the study and the outline of the study
Part B: Development- consists of 3 chapters:
Chapter 1: Literature Review - provides the theoretical background needed for the study and reviews some previous studies which is related to the topic of the study
Chapter 2: Methodology outlines the research methodology employed in this study, detailing the sample selection process, data collection techniques, and methods of data analysis.
Chapter 3: Results and Discussion - reports the results of the data analysis along with the discussion as well as some pedagogical implications
In conclusion, this paper highlights the key issues addressed throughout the research, emphasizing the significant findings and their implications It outlines the contributions made to the field while acknowledging the limitations encountered during the study Additionally, the article offers suggestions for future research directions to further explore these topics.
Following Part C is References listing all reference books or materials The final section of the thesis contains the appendices that show all documents serving this research.
LITERATURE REVIEW 1 Key terms
Learning style preferences (LSP)
The concept of learning styles has been extensively explored by researchers throughout history A significant definition was provided by Keefe in 1979, as referenced by Logan and Thomas in 2002, which has been widely accepted by leading theorists in the field.
“Composite of characteristics cognitive, affective and psychological factors that serve as relatively stable indicators of how a learner perceives, interacts and responds to the environment”
By stating so, Keefe mostly focused on the preferences of learners in one particular learning environment but did not concentrate on information types that learners have to perceive
Dunn and Dunn (1992) defined learning styles as the unique methods each learner employs to focus on, process, and retain new and challenging information While they emphasized the significance of "new and difficult information," it is important to recognize that learners also have distinct approaches to studying familiar material.
In 1995, Felder & Henriquea, continuing with this topic, gave another definition for learning styles which is the way that “an individual characteristically acquires, retains and retrieves information”
The selected definition is the most comprehensive, as it does not overly emphasize the learning environment or the type of information perceived Consequently, this paper will utilize this definition as the foundational basis for the research.
Learning styles have garnered significant attention from researchers, leading to various classifications While the concept of learning styles is widely accepted in educational psychology, there remains considerable debate regarding their classification and measurement.
According to Kolb et al (1979), there are four basic learning styles:
Converger: who wants to solve a problem and who relies heavily upon hypothetically deductive reasoning to focus on specific problems
Diverger: who solves problems by viewing situations from many perspectives and who relies heavily upon brain storming and generation of ideas
Assimilator: who solves problems by inductive reasoning and ability to create the theoretical models
Accommodator: who solves problems by carrying out plans and experiments and adapting to specific intermediate circumstances
Problem solving is a key criterion for classifying learning styles, as learners utilize various methods to gather information and conduct experiments to reach conclusions However, it is essential to recognize that students engage in a range of activities beyond problem solving, including acquiring new knowledge and reviewing existing information.
Gregorc and Butler (1984) identified four learning styles: Concrete, Abstract, Sequential, and Random They proposed that individuals have innate abilities across all models, but typically excel in one Concrete and Abstract styles represent perceptual qualities, while Sequential and Random styles reflect ordering abilities Each person exhibits a unique combination of their strongest perceptual and ordering abilities.
Concrete Sequential learners prefer to learn by physical senses; specifically, their learning preferences are computers, demonstration or guided practice Long lectures might not be suitable to them
Concrete Random learners thrive on interactive experiences such as simulations, games, and independent study They prefer intuitive approaches and learning through trial and error, often finding structured lessons tedious and distracting.
Abstract Sequential learners prefer to learn by their intellect They like lectures, reading and slide shows whereas they dislike hands-on projects
Abstract Random learners prefer to learn by emotions Short lectures, media and the arts are their learning preferences while structured assignments and drills are out of their favor
In his book Strategies for Success: A Practical Guide to Learning English
In 2004, Brown identified a learning style category focused on reading, emphasizing the importance of reading speed He categorized learners as reflective, who read slowly and prefer to understand every word, and impulsive, who read quickly and often make guesses without full comprehension Brown concluded that when engaging with lengthy texts, reflective learners tend to be more cautious and, consequently, read at a slower pace compared to their impulsive counterparts.
This innovative theory classifies learning styles based on their relationship with reading However, it primarily emphasizes reading speed, which may not be a significant enough factor to effectively differentiate between various reading styles.
Research done by Reid (1987) has shown that learners have three main perceptual learning channels, also known as three basic learning styles:
“Visual learning – reading, studying charts Auditory learning – listening to lectures, audiotapes
Kinesthetic learning – experiential learning, that is, total physical involvement with a learning situation.”
Visual learners excel by engaging with materials that include graphs, photographs, and charts, while auditory learners thrive through reading aloud and discussions, although they may be easily distracted by noise Kinesthetic learners, on the other hand, prefer movement during their learning process and require hands-on experiences to grasp lesson content effectively, often struggling to remain still for extended periods.
Visual learners excel with visual aids like diagrams, videos, and illustrated materials, often taking detailed notes to grasp information effectively They require visual cues, including body language and facial expressions, to fully understand concepts In contrast, auditory learners thrive on verbal communication, benefiting from lectures and discussions, and they interpret meaning through tone and pitch They often find it helpful to read aloud or record their notes Lastly, kinesthetic learners prefer hands-on experiences, learning best by engaging physically with their environment.
Dunn & Dunn (2003) also shared the similar classification of learning style preferences to Reid’s work when they raised another theory in the field consisting of three basic learning styles:
Visual - seeing learning style involves the use of seen or observed things, including pictures, diagrams, demonstrations, displays, handouts, films, flip-chart, etc
Auditory – hearing learning style involves the transfer of information through listening: to the spoken word, of self or others, of sounds and noises
Kinesthetic/Tactile - doing learning involves physical experience - touching, feeling, holding, doing, and practical hands-on experiences
Sarasin (2006) and Pritchard (2009) adopted the same perspective in measuring learning style preferences, which were presented in their books named
Learning Style Perspectives: Impact in the Classroom and Ways of Learning: Learning Theories and Learning Styles in the Classroom respectively
Reid’s classification of learning styles stands out for its clarity and logical structure, as it connects directly to our perceptions and encompasses a variety of learning materials and activities applicable in educational settings This classification has been widely adopted by researchers investigating learning style preferences Fu (2009) highlights that identifying learning styles through sensory perception is the most straightforward and prevalent method Consequently, Reid's (1987) categorization, along with similar classifications, will form the foundation for this research.
1.1.3 Gardner’s theory of multiple intelligences
People generally learn in three main ways: visual, auditory, and kinesthetic However, various theories have emerged regarding human potential, one of which is Howard Gardner's theory of multiple intelligences Initially, Gardner identified six intelligences, but the current understanding has expanded to nine, with the potential for more These intelligences reflect an individual's unique capabilities and preferred methods of demonstrating their intellectual strengths.
1 Verbal-linguistic intelligence (well-developed verbal skills and sensitivity to the sounds, meanings and rhythms of words)
2 Logical-mathematical intelligence (ability to think conceptually and abstractly, and capacity to discern logical and numerical patterns)
3 Spatial-visual intelligence (capacity to think in images and pictures, to visualize accurately and abstractly)
4 Bodily-kinesthetic intelligence (ability to control one’s body movements and to handle objects skillfully)
5 Musical intelligence (ability to produce and appreciate rhythm, pitch and timber)
6 Interpersonal intelligence (capacity to detect and respond appropriately to the moods, motivations and desires of others)
7 Intrapersonal intelligence (capacity to be self-aware and in tune with inner feelings, values, beliefs and thinking processes)
8 Naturalist intelligence (ability to recognize and categorize plants, animals and other objects in nature)
9 Existential intelligence (capacity to tackle deep questions about human existence such as “What is the meaning of life?” or “Why do we die?”
1.1.4 Advantages of understanding individual LSP
According to Al-Hebaishi (2012), variation and diversity are pervasive features of human beings; therefore, people are more different than they are alike
Classrooms highlight the diverse needs, abilities, skills, and learning styles of students Understanding these individual learning preferences is crucial for both teachers and learners, as it significantly influences their approaches to acquiring knowledge By recognizing and valuing these differences, educational effectiveness can be greatly enhanced.
Understanding individual learning style preferences is crucial for teachers, as noted by Stebbins (1995), who highlighted that educators often replicate the teaching methods they experienced This can lead to conflicts when a teacher's style does not align with students' learning preferences, resulting in negative outcomes for both parties To mitigate these issues, Stebbins emphasized the importance of teachers being aware of the general learning style profiles within their classrooms, allowing them to tailor their teaching materials and methods effectively.
Vocabulary learning strategies (VLS)
Language learning strategies are essential to understanding vocabulary learning strategies, as they serve as a foundational subcategory Defining language learning strategies is crucial for clarifying the concept of vocabulary learning strategies Over time, various definitions of language learning strategies have emerged, reflecting the evolution of the term within the field of linguistics.
Table i Definitions of language learning strategies
Authors What are LLS? What are LLS for?
Rubin (1975) Techniques or devices To acquire knowledge Bialystok (1978) Methods/conscious enterprises
For exploiting available information to improve competence in L2
Cohen (1987) Mental operations To accomplish learning tasks Rubin (1987) Set of operations, steps, plans, routines of what learners do
To facilitate the obtaining, storage, retrieval, and use of information, to regulate learning
Wenden (1987) Language learning behaviors learners actually engage in, strategic knowledge about learning
To learn and regulate L2 learning
Oxford (1990) Specific actions, behaviors, steps or techniques that students intentionally use
To improve their progress in developing second language skills
Regarding the definition of a language’s vocabulary learning strategies Cameron (2001) defined vocabulary learning strategies as “actions that learners take to help themselves understand and remember vocabulary.”
Catalan (2003) proposed a more concrete and careful definition of vocabulary learning strategies:
Vocabulary learning strategies encompass the processes and techniques employed by students to understand unfamiliar words, retain them in long-term memory, recall them as needed, and effectively use them in both spoken and written communication.
Brown & Payne (1994) stated a five-step process in learning vocabulary of a foreign language:
(a) Having sources for encountering new words;
(b) Getting a clear image, either visual or auditory or both, of the forms of the new words;
(c) Learning the meaning of the words;
(d) Making a strong memory connection between the forms and the meanings of the words;
The definitions of vocabulary learning strategies are fundamentally aligned, providing clarity for researchers This coherence will serve as a theoretical foundation for the exploration presented in this research paper.
Vocabulary learning strategies have been extensively defined and categorized by numerous researchers over the years Key classifications have been proposed by notable scholars such as Sanaoui (1995), Stoffer (1995), Gu & Johnson (1996), and Schmitt (1997).
Sanaoui (1995) constantly conducted three studies on ESL learners in 1990,
1992 and 1993 so as to find out the most thorough classification of vocabulary learning strategies They are categorized into the two following distinct approaches: a structured and an unstructured approach
Table ii Structured and Unstructured Approach to Vocabulary
Learning by Sanaoui (1995) Structured Approach Unstructured Approach
Range of self-initiated activities
Extensive (tend to be systematic) Minimal (tend to be ad hoc)
Extensive Little or no review
Self-created opportunities in and outside classroom
In a study conducted by Stoffer (1995) at the University of Alabama, 707 students completed a 53-item questionnaire focused on vocabulary learning strategies The results of the factor analysis revealed that these strategies could be categorized into nine distinct groups: (1) authentic language use strategies, (2) self-motivation strategies, (3) word organization strategies, (4) mental linkage strategies, (5) memory strategies, (6) creative activity strategies, (7) physical action strategies, (8) anxiety management strategies, and (9) auditory strategies.
In a study conducted by Gu and Johnson (1996), 850 second-year students at a Chinese university were assessed using a vocabulary learning questionnaire, vocabulary size tests, and proficiency tests to explore their vocabulary learning strategies The questionnaire featured 91 questions related to various vocabulary learning strategies, aimed at determining the extent to which students utilized these strategies These strategies were organized into seven distinct sub-groups, providing a comprehensive overview of the students' vocabulary learning approaches.
Gu and Johnson’s classification of vocabulary learning strategies
Table iii Gu and Johnson’s classification of VLS
Guessing strategies - Using background knowledge/wider context
- Using linguistic cues/immediate context
Dictionary strategies - Dictionary strategies for comprehension
Note-taking strategies - Meaning-oriented note-taking strategies
- Usage-oriented note-taking strategies
Rehearsal strategies - Using word lists
Activation strategies - Using new word in different contexts
In a 1997 study, Schmitt examined a sample of 600 Japanese students across various educational levels, including junior high, senior high, university, and adult learners, to identify the vocabulary learning strategies they employed and found beneficial Utilizing his own taxonomy, which comprises 58 vocabulary learning strategies, Schmitt categorized these strategies into two main dimensions: those for discovering the meanings of new words and those for consolidating words after initial exposure Furthermore, he organized these strategies into five distinct groups: determination strategies (DET), social strategies (SOC), memory strategies (MEM), cognitive strategies (COG), and metacognitive strategies (MET), providing detailed descriptions for each.
Discovering the meaning of a new word involves two key dimensions: determination strategies (DET) and social strategies (SOC) Determination strategies are employed by individuals to independently uncover a word's meaning without relying on external expertise In contrast, social strategies leverage interactions with others to enhance language learning and comprehension.
To effectively consolidate vocabulary once encountered, several strategies can be employed Social strategies (SOC) encourage collaborative learning through group work, enhancing vocabulary acquisition Memory strategies (MEM) involve linking new information to existing knowledge, facilitating retention Cognitive strategies (COG) focus on manipulating and transforming the target language, allowing learners to engage more deeply with the material Lastly, metacognitive strategies (MET) require learners to consciously oversee their learning process, making informed decisions about planning, monitoring, and evaluating their study methods for optimal results.
To be more illustrative, Schmitt’s classification of English vocabulary learning strategies is presented through the table of 58 strategy items below:
Table iv Schmitt’s taxonomy of VLS
Strategies for discovering the meaning of a new word
DET - Analyze part of speech
- Analyze any available pictures or gestures
SOC - Ask teacher for L1 translation
- Ask teacher for paraphrase or synonym of new word
- Ask teacher for the sentence including the new word
- Discover new meaning through group work activity
Strategies for consolidating a word once it has been encountered
SOC - Study and practice meaning in a group
- Teacher checks students’ flashcards and word lists for accuracy
MEM - Study word with a pictorial representation of its meaning
- Connect word to a personal experience
- Associate the word with its coordinates
- Connect the word to its synonyms and antonyms
- Use “scales” for gradable adjectives
- Group words together to study them
- Group words together spatially on a page
- Use new word in sentences
- Group words together within a storyline
- Study the spelling of a word
- Study the sound of a word
- Say new word aloud when studying
- Underline the initial letter of the word
- Learn the words of idiom together
- Use physical action when learning a word
- Use the vocabulary section in your textbook
- Listen to tape of word lists
- Put English labels on physical objects
MET - Use English-language media (songs, movies, newscasts, etc.)
- Testing oneself with word tests
- Skip or pass new word
- Continue to study over time
This research paper will utilize Schmitt’s classification of vocabulary learning strategies as it provides a clear and detailed taxonomy specifically focused on English vocabulary acquisition strategies.
1.2.3 Advantages of using appropriate VLS
Vocabulary acquisition is viewed as the most essential aspect of language learning by L2 learners Therefore, it is crucial for learners to utilize effective strategies for successful vocabulary learning.
According to Horwitz (1988), vocabulary acquisition is an ongoing challenge for language learners, highlighting the importance of effective vocabulary learning strategies in the language learning process.
Gu and Johnson (1996) emphasized that vocabulary learning strategies play a crucial role in enhancing learners' proficiency in a second language (L2) and specifically in vocabulary acquisition These strategies empower learners to make informed decisions about their learning processes, highlighting the importance of selecting suitable vocabulary learning techniques to improve vocabulary acquisition effectively.
Most linguistics researchers, with the exception of Horwitz and Gu & Johnson, have established a significant connection between vocabulary learning strategies and learning outcomes A study by Japanese researchers Mizumoto and Takeuchi (2008) found that vocabulary learning strategies had the most substantial impact on TOEIC performance among various factors influencing learners' scores (p.17).
In conclusion, learners can significantly enhance their English as a second language skills by utilizing effective vocabulary learning strategies This study aims to raise students' awareness of the importance of applying appropriate techniques in their vocabulary acquisition process.
The distinction between LSP and VLS
As language learning strategies and learning style preference have occasionally been mistaken, it is vital to distinguish them in this research paper
According to Oxford (1990), certain learner characteristics, including learning styles and personality traits, are inherently stable and challenging to alter (p.12) This suggests that learning styles tend to remain consistent over time However, Ellis (1989) notes that learners may occasionally modify their own learning styles to align with the teaching methods of their instructors.
Learning strategies, especially vocabulary learning strategies, are seen as "external skills" that are problem-oriented and conscious, making them easier to teach and modify (Oxford, 1990) In contrast, learning styles reflect the internal personalities of learners, which are more difficult to change This suggests that learning strategies are adaptable and can be influenced significantly by the tasks and materials present in the learning environment.
Reid (1998) distinguishes between vocabulary learning strategies and learning style preferences, describing learning styles as "internally based characteristics" that learners may not consciously recognize, which influence how they absorb and understand new information (p.9) In contrast, she defines learning strategies as "external skills" that students actively and consciously employ to enhance their learning experience (p.9).
Vocabulary learning strategies can be adapted to enhance learning outcomes, while learning style preferences are stable traits that are difficult to alter This distinction highlights the flexibility of vocabulary acquisition methods compared to the inherent nature of individual learning styles.
An overview of related studies
Vocabulary learning strategies and learning style preferences are well-established concepts in research, both globally and in Vietnam Understanding how these strategies differ and influence one another is crucial for enhancing teaching and learning effectiveness This insight can significantly benefit both educators and learners Consequently, numerous researchers have explored these interconnections This section will review three significant studies that focus on vocabulary learning strategies and learning style preferences.
In a study by Tabanhoglu (2003) titled "The Relationship between Learning Styles and Language Learning Strategies of Pre-intermediate EAP Students," the researcher aimed to identify the learning styles and preferred language learning strategies of 60 pre-intermediate EAP students Two questionnaires were administered: one to determine students' perceptual learning style preferences and another to assess their commonly-used language learning strategies The findings indicated that students predominantly favored auditory and individual learning styles, while cognitive strategies were the most preferred language learning strategies Additionally, the study explored the relationship between students' learning styles and their strategy preferences.
- Visual styles had a significant relation with affective strategies;
- Auditory styles had remarkable relationships with memory, cognitive, affective and social strategies;
- None of the learning styles had a significant relationship with metacognitive strategies
In 2009, Fu conducted a study on learning styles, teaching styles, and vocabulary teaching strategies in Chinese primary schools, aiming to explore English vocabulary learning and teaching styles, analyze teachers' vocabulary teaching strategies, and provide recommendations for improving these strategies to accommodate diverse learning styles The research utilized a validated questionnaire consisting of two versions: the first assessed the learning and teaching styles of students and teachers, while the second evaluated teachers' attitudes towards English vocabulary teaching strategies.
The study utilized the VAK model (Chislett & Chapman, 2005) and Grasha's Teaching Style Inventory (1996) to analyze English vocabulary teaching strategies The VAK questionnaire indicated that visual learning is the predominant style, followed by auditory, while kinesthetic learning was the least favored Grasha's Teaching Style Inventory categorized teaching styles into four clusters: Cluster 1 (expert/formal authority), Cluster 2 (personal model/expert/formal authority), Cluster 3 (facilitator/personal model/expert), and Cluster 4 (delegator expert) The findings revealed that 71.4% of teachers preferred the "expert" style, 19.1% favored "formal authority," while only 9.5% opted for the "facilitator" style, with no teachers selecting the "delegator" style According to Grasha (1996), the expert/formal authority style promotes a teacher-centered classroom, whereas the facilitator style focuses on enhancing teacher-student interactions, guiding students to make informed choices, and the delegator style aims to foster student independence.
A study by Al-Hebaishi (2012) examined the relationship between learning styles, language learning strategies, and the academic performance of Saudi English majors at Taibah University The findings indicated that 46.6% of students identified as visual learners, 33% as auditory learners, and 20.5% as kinesthetic learners Cognitive strategies were the most frequently used, followed by metacognitive, memory, social, and affective strategies, with compensation strategies being the least preferred The study revealed significant correlations between the visual learning style and memory and affective strategies, while no notable correlations were found for auditory and kinesthetic styles Furthermore, learning style preferences had minimal impact on academic performance, whereas effective learning strategies showed a significant relationship with academic success Al-Hebaishi recommended that language teachers consider these strategies and learning styles to enhance the learning efficiency of EFL majors.
The relationship between learning style preferences and language learning strategies has garnered significant attention from researchers globally, as these strategies may be influenced by individual learning styles, impacting academic performance Numerous studies aim to enhance awareness among teachers and learners regarding learning style preferences and to equip learners with effective strategies to boost their academic results However, there is a notable lack of research in Vietnam concerning learning styles and vocabulary learning strategies This gap presents an opportunity for investigation into the vocabulary learning strategies utilized by second-year students at the School of Law, Vietnam National University, based on their distinct learning styles.
METHODOLOGY 1 Design of the study
Setting of the study
The study was conducted at the School of Law, Vietnam National University (VNU), during the 2013-2014 academic year VNU is recognized as one of the largest universities in Vietnam, comprising eight member institutions, including the University of Engineering and Technology (UET), the University of Sciences (US), and the University of Social Sciences and Humanities.
Economics and Business (UEB), University of Education (UE), School of Law (SOL) and School of Medicine and Pharmacy (SMP)
In Vietnam, particularly at VNU, the significance of English language proficiency has led to the implementation of various innovative teaching methods, with Communicative Language Teaching (CLT) being the most favored approach, focusing on the four essential communication skills All students, except English majors at ULIS, must obtain the Certificate of English Level 3, equivalent to the B1 level in the Common European Framework of Reference (CEFR), before graduation, as mandated by the Vietnam Ministry of Education in 2014 However, achieving this certification poses significant challenges for non-English majors, particularly in vocabulary acquisition, which has been identified as a major difficulty by English lecturers at the School of Law.
Participants and participant selection method
This research involved data collection from 65 second-year students aged 20 to 22 enrolled in three B1 English classes at the School of Law, VNU, to investigate their learning style preferences and vocabulary acquisition strategies The students, who have completed an A2 English course, are required to achieve a B1 level for graduation Additionally, three English teachers, aged 28 to 35 and holding Master's degrees in English language teaching methodology, participated in semi-structured interviews to provide further insights.
The study specifically targets second-year students at the School of Law, VNU, as they are likely more familiar with university life and effective English vocabulary learning strategies compared to first-year students Additionally, these sophomores are enrolled in a B1 English course during the first semester of the 2013-2014 academic year, making them a more suitable group for the research focus.
Three English teachers were selected for the study due to their current role in teaching 65 second-year students, which allows them to better understand their students' learning styles Additionally, their extensive experience in instructing non-major students positions them to provide valuable recommendations aimed at enhancing vocabulary learning strategies.
Data collection instruments
This study utilized a survey method for data collection, employing two key instruments: a perceptual learning style questionnaire and a vocabulary learning strategy inventory questionnaire, alongside a semi-structured interview.
Questionnaires are a highly utilized tool in educational research, as noted by Verma & Mallick (1999), due to their ability to conserve researcher time, effort, and financial resources This method is particularly advantageous for classifying students' learning styles and identifying the most common vocabulary learning strategies associated with each style.
The semi-structured interview, as a key instrument in this research, offers rich interactions and valuable insights into life experiences that structured interviews or questionnaires cannot capture (Dowsett, 1986) To leverage this advantage, the researcher conducted a semi-structured interview with three teachers currently instructing second-year students at the School of Law, VNU, aimed at addressing the final research question.
The detailed description of the three instruments of this study will be presented as follows
4.1 Perceptual learning style preference questionnaire
The study utilized a 30-item self-assessment perceptual learning style questionnaire created by Chislett & Chapman (2005) to determine students' learning style preferences Commonly referred to as the VAK questionnaire, it assesses visual, auditory, and kinesthetic learning styles.
The VAK questionnaire, created by Chislett & Chapman, was selected for two main reasons: its clear and comprehensible question items effectively identify a learner’s learning style based on their perceptions while learning new information, and its credibility is supported by its use in research at Swinburne University and by linguistics researchers like Al-Hebaishi (2012).
The VAK questionnaire was selected and modified by the researcher to include sections for respondents' personal information and clarification of their learning style preferences Subsequently, the questionnaire was translated into Vietnamese to facilitate easier access and comprehension for respondents.
A pilot study involving 10 students, representative of the actual participants, identified issues with question wording in the questionnaire These problems were addressed to ensure a smooth delivery of the final survey.
The perceptual learning style preference questionnaire consists of three parts as follows:
Part 1 : The respondents’ personal information
The initial section of the survey focused on gathering essential background information from students, including their name, student code, and major It also assessed their awareness of their individual learning styles These questions were crafted to prepare students for the subsequent sections of the survey.
Part 2 : The explanation of learning style preferences
The second part of the article offers students essential insights into learning style preferences, encompassing both the concept and its classification It delves into the VAK questionnaire, which is utilized to identify individual learning styles, and provides a detailed discussion on the VAK classification of learning style preferences, ensuring that students gain a clear understanding of these important terms.
Part 3 : The questionnaire about the students’ perceptual learning style preferences
The self-assessment learning style questionnaire is designed to help students identify their preferred learning styles based on their own perceptions Comprising 30 items, each with three answer choices (A, B, C), the questionnaire categorizes learning styles into three preferences: visual, auditory, and kinesthetic A predominant selection of A indicates a visual learning style, while mostly selecting B signifies an auditory learning style, and choosing C reflects a kinesthetic learning style.
4.2 Strategy inventory for vocabulary learning
The survey utilized a 24-item questionnaire based on Schmitt’s taxonomy of vocabulary learning strategies, specifically designed for this study Schmitt identifies approximately 58 strategies across six categories related to discovering new word meanings and consolidating known words However, only 24 strategies were selected for the questionnaire to ensure relevance For instance, in the Determination category, three strategies involving dictionary use were combined into one to avoid confusion among respondents Additionally, the strategy "Analyze supra-segmental feature" was excluded, as the student participants were at an A2 level, making it inappropriate for their learning stage These modifications were deemed necessary for the study's objectives.
Schmitt’s taxonomy of vocabulary learning strategies serves as a comprehensive foundation for this study, guiding the development of a vocabulary learning strategy inventory questionnaire The researcher conducted an in-depth analysis of this classification, ensuring that the questionnaire was tailored to align with the participants’ background knowledge, competence levels, and learning environments through necessary modifications.
With some above-mentioned adaptations from Schmitt’s questionnaire
In 1997, a questionnaire was developed for this survey research and subsequently translated into Vietnamese A pilot study involving 10 students with comparable learning levels to the actual participants was conducted to test its effectiveness.
The vocabulary learning strategy questionnaire consists of the two parts as described following
This section focuses on identifying students' learning styles, allowing them to understand their perceptual learning style preferences following the initial questionnaire This information enabled the researcher to categorize students based on their learning styles, facilitating a more efficient process for data collection and analysis.
Part 2 : The questionnaire about the students’ use of vocabulary learning strategies
The 24-likert questions were employed to explore the frequency of the use of vocabulary learning strategies implemented by SOL second-year students The following scales were used to indicate the frequency of the usage of each strategy:
As a teacher of English at SOL - VNU, the researcher easily followed the schedule of teaching and learning English during the whole academic year 2013-
Data collection procedure
During class time, students completed the Vietnamese version of the perceptual learning style questionnaire within a 30-minute timeframe, a duration established through a pilot study To enhance the reliability of their responses, students were encouraged to answer sincerely and promptly, without overthinking or altering their answers A total of 65 questionnaires were distributed and returned, achieving a 100% response rate Following the completion of the questionnaire, students were informed about their individual learning styles, which facilitated the process of filling out the VLS questionnaire and streamlined the classification of their responses for the researcher.
The second vocabulary learning strategy questionnaire was distributed three days after the first, with participants given 30 minutes to complete it based on the researcher’s observations Like the first questionnaire, the response rate for the second was 100%, and all completed questionnaires were analyzed and prepared for coding.
Following the delivery and analysis of the first and second questionnaires, interviews with three teachers were conducted The researcher scheduled appointments with all four participants via telephone to clarify the research purpose and invite their participation Permission was obtained to record the interviews, ensuring confidentiality of the interviewees' identities The researcher summarized and analyzed the questionnaire findings to identify key areas for further exploration in the interviews Conducted in Vietnamese to facilitate natural expression, the interviews involved real-time note-taking by the interviewer Subsequently, the researcher transcribed the interviews, translated them into English, and analyzed the content to address the final research question.
Data analysis methods
After the data has been collected, they are processed with both quantitative and qualitative methods
The perceptual learning style questionnaire analyzed each student's choices to determine their predominant learning style By tallying the responses, students were classified into three categories: "visual," identified by a majority selection of option A.
“auditory” (if he mostly chooses B) and “kinesthetic” (if he mostly chooses C) After that, the questionnaires were summed up to categorize 65 students into three clusters of learning styles
The data collected from the strategy inventory questionnaire were analyzed using the SPSS statistical package Descriptive statistics were utilized to determine the frequencies (F) and means (X) of each strategy employed.
This chapter presents a comprehensive analysis of the data to address three key research questions The responses from student participants regarding their perceptual learning styles, as measured by the VAK questionnaire, alongside their vocabulary learning strategies from the VLS questionnaire, are examined to provide insights into the first two research questions Additionally, the third research question is primarily addressed through an analysis of interview data collected from teacher participants.
1 Answers of research question 1: What are the learning style preferences as perceived by second-year students at School of Law, VNU?
The VAK model identifies that individuals typically have a dominant learning style, categorized into visual, auditory, or kinesthetic preferences A self-assessment questionnaire was administered to 65 second-year students at SOL, VNU, achieving a remarkable 100% response rate, as all questionnaires were returned and deemed valid due to the enthusiastic participation of the students The findings from the VAK questionnaire are illustrated in the accompanying chart.
Chart 1: Preferred Learning Styles of Second-year Students at SOL, VNU
The chart indicates that visual learning is the predominant style among students, with 47.7% identifying as visual learners, followed by 30.7% who prefer auditory learning, and only 21.6% favoring kinesthetic learning This preference for visual elements is evident in their inclination towards images, graphs, and other visual aids to enhance their learning experience Auditory learners, making up 30.7% of the group, thrive in environments that include lectures, tutorials, and group discussions Meanwhile, kinesthetic learners, though a smaller group, express a strong preference for hands-on experiences and active participation to facilitate their learning.
2 Answers of research question 2: What are the most common vocabulary learning strategies exploited by each learning style?
Analysis of VLS questionnaire 2.1 Visual learners
Chart 2: Percentage of Overall Strategies Used by Visual Learners
The chart indicates that among six learning strategies, visual learners predominantly utilize Memory strategies, achieving the highest mean score of 3.50 Second-year students at SOL, VNU expressed difficulty in retaining English vocabulary long-term, making their preference for memory strategies understandable Familiar techniques in this category include writing words in sentences, studying spellings, and verbal repetition Conversely, Cognitive strategies were the least utilized, with a mean score of 2.03, likely due to the unfamiliarity of tools like flashcards and vocabulary CDs among non-English major students at SOL.
Table 1: Descriptive Statistics of Strategies Used by Visual Learners in
Always Frequently Sometimes Seldom Never Mean
1 I use a bilingual dictionary to help me translate English words into Vietnamese
2 I use pictures illustrated in the textbook to find the word meanings
3 I learn word meanings by identifying its part of speech
The analysis of the determination category reveals that the most favored strategy among respondents was the use of a bilingual dictionary for translating English words into Vietnamese, achieving the highest mean score of 4.35 This approach is particularly popular among visual learners, who find dictionaries easily accessible for understanding new vocabulary In contrast, fewer respondents utilized the strategy of identifying a word's part of speech to discern its meaning, resulting in a mean score of only 1.87 Additionally, visual learners frequently employed strategy item 2, which involves using pictures in textbooks to comprehend word meanings, with a mean score of 3.06.
Table 2: Descriptive Statistics of Strategies Used by Visual Learners in Social
Always Frequently Sometimes Seldom Never Mean
4 I ask the teacher to translate words into Vietnamese.
5 I ask teacher to put an unknown word into a sentence for me understand the word meaning
6 I ask classmate for word meaning
7 I know some new words when working in groups
In a study of social strategies for vocabulary discovery, interacting with classmates to inquire about new word meanings emerged as the most favored method, achieving a mean score of 3.87 Following closely, the strategy of asking teachers to translate words into Vietnamese received a mean score of 3.25 This suggests that visual second-year students at SOL prefer listening to explanations over traditional visual aids for understanding word meanings Conversely, the strategies of requesting teachers to use unknown words in sentences and learning new words during group work were less popular, with mean scores of 1.74 and 2.80, respectively.
Table 3: Descriptive Statistics of Strategies Used by Visual Learners in Social
Always Frequently Sometimes Seldom Never Mean
8 I practice English in group work activities.
9 I ask native speakers for help
10 I learn words about the culture of English speaking countries
Visual learners predominantly utilize social strategies for language consolidation, with the most favored approach being group work activities (X = 2.58) They also seek assistance from native speakers (X = 2.45) In contrast, learning vocabulary related to the culture of English-speaking countries is the least preferred strategy among them, scoring only 1.84 This indicates a general reluctance among visual learners to employ social skills for reinforcing their English vocabulary.
Table 4: Descriptive Statistics of Strategies Used by Visual Learners in
Always Frequently Sometimes Seldom Never Mean
11 I write a new word in a sentence.
12 I study a spelling of new words
13 I use physical actions when learning words
Visual learners prioritize vocabulary acquisition through effective memory strategies The most favored technique is incorporating new words into sentences, achieving a mean score of 4.03 Additionally, studying the spelling of new words and verbalizing them are popular methods, with mean scores of 3.74 and 3.29, respectively Conversely, the strategy involving physical actions during word learning is the least utilized, reflecting a mean score of 2.93.
Table 5: Descriptive Statistics of Strategies Used by Visual Learners in Cognitive
Always Frequently Sometimes Seldom Never Mean
16 I write a new word on a flash card
17 I learn words by listening to vocabulary CDs
18 I record vocabulary from English soundtrack movies in my notebook
19 I make vocabulary cards and take them with me wherever I go
The results from Table 5 show that to enhance vocabulary retrieval, the cognitive strategy which visual learners used most frequently was strategy item 15
Regular practice of new words is crucial, with a mean score of 3.16 indicating its importance In contrast, methods such as using flashcards, recording vocabulary from English movies, and listening to vocabulary CDs are less frequently employed, scoring only 1.58, 1.29, and 1.19 respectively The researcher suggests that flashcards serve as effective visual aids, particularly beneficial for visual learners, and recommends their increased use in English vocabulary acquisition.
Table 6: Descriptive Statistics of Strategies Used by Visual Learners in
Always Frequently Sometimes Seldom Never Mean
20 I listen to English songs and news.
21 I memorize words from English magazines
22 I review my own English vocabulary cards before the next lesson
23 I skip new words when encountering them in listening to or reading English news
24 I use online exercises to test my vocabulary
Table 6 highlights the most commonly utilized metacognitive strategy among participants, with item 23, “I skip new words when encountering them in listening to or reading English news,” receiving the highest mean score of 4.06 This is followed by item 22, “I review my own English vocabulary cards before the next lesson,” and item 20, “I listen to English songs and news,” which scored 3.26 and 3.00, respectively Conversely, visual students reported the least frequent use of the strategy involving memorizing words from English magazines, with a mean score of 1.13 These results suggest that English non-majors often skip new vocabulary in news contexts to maintain confidence in grasping the overall message, while their engagement with English songs reflects a more relatable and enjoyable method of language exposure.
Visual learners predominantly utilize memory strategies to acquire English vocabulary, with items 1, 6, 11, 12, and 23 being the most favored techniques among them.
- Using a bilingual dictionary (Determination strategies; X = 4.35)
- Asking classmates for meaning (Social – Discovery strategies; X = 3.87)
- Writing a new word in a sentence (Memory strategies; X = 4.03)
- Studying a spelling of new words (Memory strategies; X = 3.74)
- Skipping difficult words when encountering them in reading or listening to English news (Metacognitive strategies; X = 4.06)
Chart 3: Percentage of Overall Strategies Used by Auditory Learners
Chart 3 reveals that among six vocabulary learning strategies, auditory learners predominantly favored Memory strategies, achieving the highest mean score of 3.29 This preference likely stems from their familiarity with memory techniques, such as writing words in sentences, studying spelling, and vocalizing words Conversely, Social (Consolidation) strategies were the least utilized, reflected in a mean score of 2.13.
Table 7: Descriptive Statistics of Strategies Used by Auditory Learners in
Always Frequently Sometime s Seldom Never Mean
1 I use a bilingual dictionary to help me translate English words into Vietnamese
2 I use pictures illustrated in the textbook to find the word meanings
3 I learn word meanings by identifying its part of speech
The findings from the determination category indicate that the most favored strategy among learners was the use of a bilingual dictionary for translating English words into Vietnamese, which received the highest mean score of 3.25 Conversely, the strategy of learning word meanings by identifying their parts of speech was less popular among auditory learners, with a mean score of only 1.70 This discrepancy may be attributed to pre-intermediate students' unfamiliarity with analyzing parts of speech to derive word meanings.
Table 8: Descriptive Statistics of Strategies Used by Auditory Learners in Social
Always Frequently Sometimes Seldom Never Mean
4 I ask the teacher to translate words into Vietnamese.
5 I ask teacher to put an unknown word into a sentence for me understand its meaning
6 I ask classmate for word meaning
7 I know some new words when working in groups
FINDINGS & DISCUSSION 1 Answer of research question 1
Answer of research question 3
Analysis of the interviews 3.1 Visual learners
Teachers unanimously agree that visual learners benefit from strategies such as using bilingual dictionaries, writing new words in sentences, and studying spelling These methods align well with the preference of visual learners to acquire knowledge through visual displays, making them effective for learning English vocabulary.
All interviewees agreed that using pictures and flash cards is highly effective for visual learners, as these tools stimulate their interest in learning English through visual representation However, it was noted that visual learners often take these strategies for granted To enhance vocabulary acquisition, it is recommended that visual learners incorporate more images and create personalized flash cards Additionally, Interviewees B and C emphasized the importance of teachers utilizing visual aids like pictures and flash cards in the classroom to help visual students better understand and retain vocabulary.
Teacher C emphasized that visual learners can benefit from using body language and facial expressions during lessons to improve their understanding and retention of new vocabulary Additionally, Teacher A recommended that these learners engage with authentic materials, such as English magazines and movies, while utilizing subtitles when needed to expand their vocabulary.
Auditory learners excel in acquiring knowledge through listening, as highlighted by teachers in a recent study They emphasized that strategies such as asking classmates for word meanings, vocalizing words, and engaging with English songs and news significantly enhance vocabulary acquisition for these students.
To enhance vocabulary acquisition for auditory learners, teacher A recommends engaging in conversations with native speakers to practice and introduce new words through authentic communication Seeking assistance from teachers to translate unfamiliar words into the target language is also beneficial Both teacher A and teacher B suggest that watching English movies can spark interest in expanding vocabulary, while teacher B highlights the effectiveness of listening to English songs and singing along Additionally, auditory learners can improve their vocabulary by tuning into reputable news channels like BBC or CNN and practicing new words repeatedly Teacher C advises that forming discussion groups allows auditory students to hear themselves and their peers, facilitating better retention of English vocabulary.
Teachers agree that kinesthetic learners benefit most from group work activities and using physical actions to describe and memorize new vocabulary These approaches align with their learning style, as kinesthetic learners thrive on movement, hands-on experiences, and real-life interactions.
Teachers B and C suggested that students visit popular tourist attractions in Hanoi, such as Sword Lake and the Ho Chi Minh Mausoleum, to enhance their chances of interacting with foreigners This approach is beneficial as it allows students to engage with native speakers, thereby expanding their cross-cultural understanding and vocabulary Additionally, teacher C recommended that students create their own sentences using newly learned words and practice them regularly to reinforce their learning.
This concluding chapter synthesizes the key findings of the paper, assessing the overall outcomes It highlights the significant contributions of the research while also addressing its limitations, and proposes several avenues for future investigation.
The research paper investigates the vocabulary learning strategies utilized by students with varying learning styles at SOL, VNU Through a thorough analysis of data gathered from VAK and VLS questionnaires, along with interviews with teacher participants, the study reveals insights into three key research questions.
The study revealed that nearly 50% of second-year students at SOL, VNU preferred a visual learning style, while 30.7% identified as auditory learners, and 21.6% as kinesthetic learners.
In examining the second research question, it was discovered that different learning style groups utilize distinct vocabulary learning strategies Visual learners predominantly rely on memory strategies to enhance their English vocabulary acquisition Similarly, auditory learners also favor memory strategies for learning vocabulary In contrast, kinesthetic learners tend to employ metacognitive strategies to improve their English vocabulary skills.
Following the findings from the first and second research questions, several recommendations were made to assist second-year students at SOL in recognizing suitable vocabulary learning strategies that align with their individual learning styles, as detailed in the table below.
Table 19: Vocabulary learning strategies recommended by teachers
Learning styles Suggested strategies by teachers
Visual learners - Use bilingual dictionary
- Write a new word in a sentence
- Study the spelling of new words
- Ask teacher(s) to use body language or facial expressions to describe the word meaning
- Watch movies in English along with reading the subtitle if necessary
Auditory learners - Ask classmates for word meaning
- Listen to English songs and news and sing along
- Seek for every chance to talk with native speakers and listen to what they say
- Discuss familiar topics in groups
- Listen to what teacher explains the word meaning
Kinesthetic learners - Practice English in group work activities
- Use physical actions to describe new words
- Go to some spots where there are many native speakers and communicate with them
Conclusion
Based on what have been found in the previous chapter, some of the most note-worthy concluding points can be withdrawn as follows
Before conducting the study, the researcher anticipated that visual learners would comprise the majority of second-year students at SOL, and the findings confirmed this initial assumption.
The study revealed that despite varying learning styles among students, they commonly utilized similar vocabulary learning strategies, particularly favoring memory strategies All students, regardless of their preferred learning style, showed a preference for specific tactics such as using bilingual dictionaries, consulting classmates for word meanings, and sometimes ignoring challenging words in reading or listening exercises Notably, cognitive strategies were the least employed across all learning styles; however, effective strategies like flashcards for visual learners, vocabulary CDs for auditory learners, and repetitive practice for kinesthetic learners were identified Therefore, it is essential to encourage the more frequent use of cognitive strategies among all students.
In conclusion, the suggestions provided by teachers regarding vocabulary learning strategies are both reliable and relevant for each learning style By aligning vocabulary learning methods with students' preferred learning styles, the effectiveness of their learning can be significantly improved.
Pedagogical implications
The research findings indicate several implications for teaching and learning English among second-year students at SOL, based on the conclusions drawn in response to the three research questions.
To enhance vocabulary retention among second-year students at SOL, who predominantly favor visual learning, English teachers should incorporate more visual aids into their lessons Utilizing tools like pictures, drawings, flipcharts, flashcards, and videos can significantly boost students' interest in learning new words, enabling them to learn more quickly and remember the vocabulary for longer periods.
Students should develop self-awareness of their learning style preferences to effectively apply appropriate learning strategies, particularly Vocabulary Learning Strategies (VLS), which can enhance their vocabulary retention To facilitate this, teachers should conduct a survey before each English course to assess students' understanding of their learning styles If students are unaware, a mini-conference or discussion can be organized to introduce them to perceptual learning style preferences and the corresponding effective learning methods.
To enhance English vocabulary learning, mini-seminars should be organized for students at the start of each semester These sessions can raise awareness of effective vocabulary strategies while also helping students identify their unique learning styles Additionally, teachers should provide personalized support to students struggling with word acquisition, guiding them toward strategies that align with their individual learning preferences.
Contributions of the study
Overall, the research paper could be relatively helpful for both teachers of English and second-year students at SOL, VNU
The researcher aims to assist second-year B1 English course students in recognizing their individual learning styles, enabling them to adopt suitable vocabulary learning strategies This tailored approach is intended to enhance their English vocabulary knowledge, ultimately improving their chances of achieving their desired scores on the B1 English exam.
The research paper highlighted the importance of understanding students' learning style preferences among English teachers at SOL, emphasizing the common vocabulary learning strategies associated with each style This awareness enables teachers to make effective adjustments to their vocabulary instruction and encourages students to adopt appropriate self-study strategies, ultimately leading to improved learning outcomes.
Limitations of the study
Despite the researcher’s effort, the study still has some short-comings because of time limitation and other unexpected factors
The participation of second-year students in the data collection process at SOL was notably limited, resulting in a low level of representativeness among the overall student population.
Due to time constraints, only three English teachers participated in the interviews for SOL students Increasing the number of interview participants would enhance the generalizability and reliability of the advice and suggestions for each learning style.
Suggestions for further studies
For further studies, the researcher suggests some ways to dig deeper to learning style preferences and vocabulary learning strategies In particular, as far as
I am concerned, there are five different directions for the researchers who spare interest for the same topic
An exploratory study will investigate the relationship between the learning style preferences of students at SOL, VNU, and the vocabulary learning strategies they utilize.
A quasi-experimental research study is recommended to evaluate the effectiveness of vocabulary learning strategies tailored by English teachers to suit various learning styles.
Incorporating open-ended questions into VLS questionnaires can provide students with the opportunity to share valuable insights, enhancing researchers' understanding of their methods for learning English vocabulary.
Teachers can conduct action research to identify challenges in teaching a class with diverse learning styles and propose effective solutions to address these issues.
In future studies, researchers should define a specific scope and categorize participants based on their English language proficiency They can then analyze the strategies employed by the highest proficiency group Once these effective strategies are identified, they can be applied to other groups to evaluate their effectiveness and adaptability.
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APPENDICES APPENDIX 1: VAK Learning Style Questionnaire
Hello students! My name is Nguyen Thi Huyen Trang, and I am an English lecturer at the Faculty of English, ULIS, VNU I am conducting research on vocabulary learning strategies among students with varying learning styles This questionnaire aims to identify your individual learning styles I kindly ask you to answer all questions honestly to ensure the success of this research.
4 Are you self-aware of your own learning style preference? ………
PART 2: The explanation of learning style preferences
The VAK learning styles model categorizes individuals into three primary learning preferences: visual, auditory, and kinesthetic Each style reflects a unique approach to learning, emphasizing that there is no correct or incorrect way to learn Understanding these styles can enhance educational experiences and improve information retention.
Individuals with a visual learning style prefer to learn through observation and visual aids such as pictures, diagrams, and demonstrations They often use phrases like "show me" or "let's have a look at that" and excel at performing new tasks after reviewing instructions or watching others These learners typically rely on lists and written directions to guide their learning process.
Individuals with an auditory learning style thrive on information received through listening, whether it be spoken words, sounds, or conversations They often express a desire to engage in dialogue, using phrases like "tell me" or "let's talk it over," and tend to excel in new tasks after receiving verbal instructions from an expert These learners prefer spoken guidance, such as over the phone, and have a remarkable ability to recall lyrics from songs they hear.
Individuals with a Kinaesthetic learning style thrive on physical experiences, preferring to engage through touch, movement, and hands-on activities They often express their learning desire with phrases like "let me try" or "how do you feel?" and excel at mastering new tasks by diving in and experimenting rather than following instructions These learners are characterized by their inclination to learn by doing, making practical experience a crucial element of their educational journey.
PART 3: The questionnaire about the students’ perceptual learning style preferences
Circle the answer that most represents how you generally behave