INTRODUCTION
Statement of the problem
As a lecturer at a university specializing in English, the researcher has taught various English skills courses and encountered diverse teaching scenarios and student backgrounds Through self-observation, informal student interviews, and evaluations of lesson journals, she identified key issues in her reading class: a lack of student motivation to engage in class activities and varying levels of involvement among students, with some expressing interest in certain activities while others remained disengaged Concerned about these disparities, the researcher resolved to investigate the situation more systematically to uncover underlying causes and improve student engagement.
The researcher has identified several key factors influencing student motivation, including beliefs, affective state, aptitude, personality, age, and learning styles (To and Nguyen, 2009) While all these elements are significant, the focus will be narrowed to learning styles in relation to motivation, driven by the researcher's interest and the challenges of examining multiple factors simultaneously.
Since the 1970s, learning style theory has gained significant attention in educational research, particularly following the decline of behaviorism in the 1980s This shift led to a focus on individual learning preferences as key factors influencing student learning Notable studies from this era include Cafferty's exploration of the alignment between teacher and student cognitive styles, Dunn's work on self-identification of learning styles, and the development of learning strategies based on these differences Key findings indicate that learners exhibit distinct preferred learning styles that shape their responses to classroom activities, and that teachers' adaptations to these styles can enhance student motivation.
Learning styles significantly impact student motivation, leading educators to consider how to accommodate these differences in their teaching methods Researchers debate whether teachers should align their styles with students' learning preferences or challenge students by introducing diverse learning approaches The differentiated instruction model has gained traction in education, aiming to provide varied activities that address students' unique needs, including their learning styles, as highlighted by Tomlinson (2001) While empirical studies on the effectiveness of differentiated instruction are limited, many teachers globally have reported positive experiences when implementing this approach in various school environments.
The researcher initiated an action research project titled “The Effects of Teacher’s Differentiated Instructions Based on Students’ Learning Styles on Their Motivation” to address specific classroom challenges While previous studies have proposed effective solutions, they may not be applicable to her unique situation This action research focuses on practical problem-solving rather than theoretical exploration, aiming to fill a gap in research within Vietnam Ultimately, the findings could benefit other educators facing similar classroom issues.
Aims, objectives and research questions of the research
a Aims and objectives of the research
This study explores the relationship between learning styles, differentiated instruction, and academic motivation in higher education classrooms The action research project aims to address the issue of low motivation levels, which may be contributing to students' underachievement at the university level.
In the light of that general aim, some specific objectives are drawn up to outline the actual directions of the study as follows:
1) To identify the given class‟s learning styles and current level of academic motivation;
2) To project and implement some instructional differentiations upon the students‟ different learning modalities aiming to improve their academic motivation;
3) To evaluate the impact of the psycho-pedagogical intervention on the students‟ motivation level b Research questions
In brief, the objectives of the research could be specified into these research questions:
1) What are the students‟ learning styles and their current level of motivation? (Identifying the problem)
2) To what extent does the new intervention cater for the students‟ learning styles?
3) How does differentiated instruction approach affect the students‟ motivation level in terms of their motivational intensity, lecturer evaluation and English learning desire?
Significance of the research
This action research aims to address the issue of low motivation among students learning English as a foreign language, providing potential solutions for the researcher’s class and offering insights for future studies If differentiated instruction proves effective, it could serve as a valuable strategy for overcoming motivational challenges, benefiting both the researcher and other educators facing similar issues Additionally, the comprehensive literature review and reliable research methods utilized in this study will serve as a foundational reference for other researchers and teachers seeking to understand learning styles, differentiated instruction, and student motivation more deeply.
This action research aims to enhance students' awareness of their individual learning style differences, as many students struggle to understand their own styles Often, they admire and imitate the learning methods of advanced classmates in hopes of improving their academic performance, which can lead to failure due to the mismatch between their natural learning styles and those they attempt to adopt This misalignment can diminish their confidence and motivation By administering and analyzing learning style and motivation surveys, the study will provide students with valuable insights into their learning preferences If the researcher’s hypothesis regarding differentiated instruction based on learning styles proves correct, it is expected that students' motivation will significantly increase.
While this study's single action research may limit its generalizability and impact on existing literature, it highlights the need for further research to persuade policymakers and school administrators to reconsider current methodologies and syllabi If additional studies yield consistent findings, significant improvements in educational practices could follow.
Scope of the research
Action research enables teachers to address specific challenges within their classrooms, focusing on issues such as classroom management, instructional strategies, material usage, and student learning (Ferrance, 2000, p 3) This research can be conducted individually or collaboratively by small groups of teachers, allowing them to explore shared subjects across multiple classrooms, with or without support from school principals or educational authorities.
To enhance the potential impacts of educational research, it is essential to consider both school-wide and district-wide action research, alongside the other two types Each of these four research types varies in focus, available support, potential impact, and possible side effects, highlighting the need for a tailored approach in educational initiatives.
Elliott (1991, as cited in Water-Adams, 2006) argues that the most effective and emancipatory action research is collaborative, involving practitioners who work together to explore and challenge the constraints of their professional lives In contrast, individual action research often faces criticism for its lack of validity, generalizability, and replicability.
Ferrance, in her booklet from the Brown University series "Themes in Education," emphasizes that different types of action research can lead to various impacts and side effects To prevent conflicts in the research process that could result in delays or failures, the researcher chose to conduct an individual action research study addressing her own classroom challenges This approach allows her to refine the methodology before sharing it with fellow teachers facing similar issues and ultimately presenting it to school administrators for broader implementation.
The researcher conducted an individual action research study exclusively with her second-year reading class to ensure a rigorous and thorough investigation This focused approach allowed for careful data collection and analysis, ultimately leading to more accurate findings.
Organization of the research
The study and findings are intended to be shown and discussed in the following chapters:
Chapter 1: Introduction, which provides a broad view of the whole research by presenting the current problem, mentioning aims and objectives of the paper, and indicating the significance as well as the scope of the study
Chapter 2: Literature Review, which is supposed to provide theoretical background on the issue of foreign language learning styles and motivation, discuss the key concepts, identify the research gap and review the related studies in the history both in Vietnam and in the world
Chapter 3: Methodology, which informs readers of the participants, the chosen instruments, procedures of data collection and analysis
Chapter 4: Results and Discussion, which presents the description an interpretation of the collected data in light of research questions
Chapter 5: Conclusion which summarizes the major findings discovered by the research and written up in the previous chapter (chap 4) Moreover, it suggests some pedagogical implication for teachers who share the same problem as the researcher The limitations and suggestions for future studies are also discussed in this last chapter.
LITERATURE REVIEW8 1 Key concepts
Learning styles
The study of individual differences, once synonymous with ability differences measured by intelligence tests before the 1970s, has evolved significantly due to advancements in psychology Researchers have broadened the concept to encompass various factors, including learning styles, interests, motivations, genders, and ages Among these, learning styles have gained particular prominence, becoming a focal point of research since their introduction in the 1970s, with studies continuing for nearly five decades.
In recent years, there has been a significant increase in the number of researchers focusing on learning styles across various fields, including management, vocational training, and particularly education at multiple levels While this surge in research does not definitively prove the emergence of learning styles, it highlights their relevance and application in diverse domains beyond psychology.
Numerous studies have focused on learning styles, resulting in a diverse array of definitions, models, and measurements (Cassidy, 2004) This extensive research demonstrates the theory's significance in education and offers valuable literature for in-depth understanding However, the variety of interpretations also leads to challenges for researchers, including ambiguity, conflicting results, and difficulties in selecting appropriate measurement tools.
Novices often find the terms "learning styles," "cognitive styles," and "learning strategies" confusing, as they are frequently used interchangeably in research with minimal distinction However, it is essential to differentiate these concepts for specific purposes As noted by Allport (1937) and Riding & Cheema (1991), an individual's learning style reflects the application of their cognitive style in educational contexts, making cognitive style a crucial element of learning style Meanwhile, "learning strategy" refers to the techniques employed to facilitate learning.
“learning style” share a lot in common, except that the latter is adapted more automatically to handle different learning tasks
Understanding learning styles involves recognizing that, as Dunn and Dunn (1983) suggest, "everyone has strengths, but different people have very different strengths." This highlights the importance of acknowledging individual differences in learning preferences and abilities.
Since the introduction of the term "learning style" in the 1970s, scholars and researchers have made extensive efforts to define it, resulting in a variety of interpretations and definitions.
Among the myriad of trees, one oak stands out and deserves special attention Keefe's (1979) definition has been widely referenced in numerous studies on learning styles, including research by Reid (1987), Willing (1988), and Coffield (2004).
Learning styles are stable indicators of how individuals perceive and engage with their learning environment, encompassing cognitive, affective, and physiological behaviors These consistent patterns of functioning reveal the underlying factors that influence learning behaviors.
Three components of learning styles referred to in the definition could be presented as follows:
The sensory channels (one or more senses) individuals rely on to perceive, understand, organize and retain knowledge (Dunn and Dunn, 1979; R Dunn, 1983; Reid, 1987)
Primary importance in shaping the way information is sought, and the way it is processed (Swassing, 1979)
Determine the state of the entire organism, the senses and the nervous system (Dunn and Dunn, 1979a)
Affective factors (i.e anxiety) influencing the person‟s level of achievement (Naiman et al 1975)
The Keefe‟s idea of these components were shared by Dunn, Dunn and Price
(1978, acknowledged in Willing, 1988, p 56) and even specified more into 18 identified learning style elements
In this study, the term "learning style" specifically refers to Keefe's (1979) definition, emphasizing sensory channels and perceptual learning preferences as key components of learning style differences Additionally, the research explores various theories, models, and measures related to learning styles.
The study of learning styles has garnered significant attention from researchers globally This review will focus on the most prominent learning style models and instruments, as it is impossible to cover every aspect comprehensively It will highlight the most frequently discussed constructs in major review papers while omitting lesser-known models that merely adapt critical frameworks for small samples or rebrand existing concepts.
In the review entitled “Learning Styles and Pedagogy in Post-16 learning” by Coffield et al (2004), 71 learning models which had been developed for the last 40-
50 years were listed Among them, the reviewers identified 13 major models mostly basing on their popularity
This paper focuses on the most prominent learning style models, specifically highlighting David Kolb's Learning Style Inventory (LSI) and Dunn, Dunn, and Price's LSI, which are extensively utilized in the UK and US Additionally, Joy Reid's model from 1987 is examined due to its relevance for the researcher’s subsequent use of his self-report questionnaire.
David Kolb’s learning styles model
David Kolb (1984) defined learning styles as individual orientations that emphasize four fundamental learning theories: Concrete Experience (CE), Reflective Observation (RO), Abstract Conceptualization (AC), and Active Experimentation (AE) These theories are categorized into two approaches: the experience-grasping approach, which includes CE and AC, and the experience-transforming approach.
There are four basic types of learning styles, determined by the dominance of experience-grasping and experience-transforming factors within an individual.
Learning style Dominant factors Characteristic features
Converger AC (thinking) and AE
Practical applications of ideas and deductive reasoning
Diverger CE (feeling) and RO
Imaginative and good at coming up with ideas
Seeing things from different perspectives
Assimilator AC (thinking) and RO
Capable of creating theoretical model with inductive reasoning
Accommodator CE (feeling) and AE
Actively engaging with the world and actually doing things instead of merely reading about or studying them
Table 1 Kolb’s model of learning styles
Figure 1 Kolb’s model of learning styles
Dunn and Dunn’s VAK/ VAKT models
Rita Dunn and Kenneth Dunn have spent more than 35 years devoting on the studies concerning the learning styles (identification, instruments and assessment of learning styles, etc.)
Dunn, Dunn, and Price (1978, cited in Willing, 1988) identified perceptual strengths as a key element in their learning style model, which encompasses 18 distinct learning preferences This model categorizes learning preferences into three types: visual (preferring images, maps, and diagrams), auditory (favoring listening to lectures and music), and kinesthetic (engaging through hands-on activities) Widely adopted in the American education system, this framework is often referred to as VAK, and sometimes VAKT, which includes tactile learning preferences such as hands-on involvement and model building (Coffield et al., 2004).
According to Dunn's theory, individuals possess one or two dominant learning styles that serve as filters, allowing them to effectively receive and process information in a manner that aligns with their preferred way of learning.
Dominant learning style Description/ characteristics
- Mind sometimes strays during verbal activities
- Observes, rather than talks or acts; may be quiet by nature
- Organized in approach to tasks
- Memorizes by creating mental images
- Easily put off by visual distractions
- May focus on the „big picture‟ and use advanced planning
- Whispers to self while reading, may hum or sing while working
- Likes to be read to
- May be particular about the exact choice of words
- Memorizes by steps in a sequence
- May have difficulty with written instructions
- May assess people by the sound of their voice
- Enjoys music and the sounds of words
- Can remember – and often mimic – speech by picking up rhythm of the sentence
- May need time to think (i.e discuss it with myself)
- May assess a situation on „how it sounds‟ to them
- In motion most of the time/ fidgety
- Outgoing by nature; expresses emotions by physical means
- Likes to solve problems by physically working through them
- Very good body control, good timing and reflexes
- May need time to think (i.e process the actions involved)
- Will try new things – likes to get involved
- Remembers what they have done rather than seen/ heard
- May assess people and situation by what “feels right”
- Plays games, simulations and role-playing
- Favors dance-related activities such as folk dances, singing, rhythmic movements, creative dance
T: tactile - Uses their hands, likes to use gestures and touch people while talking to them
- Loves art-related activities such as drawing, painting, and sculpting
- Makes diagrams, mind maps, webs
- Taps pencil or foot/ fiddles with objects while studying
Table 2 Dunn and Dunn’s learning style theory (VAKT)
(Source: Authors; Adapted from Coffield et al., 2004; Dunn & Griggs, 2003; Dunn,
2001; Dunn, 2003, cited in Penger & Tekavcic, 2009, p 6)
Joy Reid was one of the well-known researchers who had spent quite a lot of time and effort studying learning styles, especially perceptual strengths
Differentiated instruction
a Definition of differentiated instruction approach
Instruction differentiation theory emphasizes the importance of adapting teaching methods to accommodate the diverse needs of students To ensure equal success in the classroom, educators should offer multiple learning options tailored to individual learning styles This necessity for differentiated instruction is supported by substantial findings from brain research, which align with the insights of experienced teachers.
No two children are alike
No two children learn in the identical way
An enriched environment for one student is not necessarily enriched for another
In the classroom we should teach children to think for themselves http://www.ascd.org
Instruction differentiation, as defined by Tomlinson (2000), involves tailoring teaching methods to meet individual student needs This approach allows educators to vary content, processes, products, and the learning environment, fostering engagement and optimizing learning experiences for all students The model emphasizes flexibility in teaching, ensuring diverse classroom settings provide equitable access to materials and opportunities for success Ultimately, differentiated instruction offers multiple avenues for students to absorb information, comprehend concepts, and articulate their understanding (Tomlinson, 2001).
Differentiating instruction means teachers‟ “adjusting the curriculum and presentation of information to learners rather than expecting students to modify themselves for the curriculum” (Hall, Strangman & Meyer, 2003)
Differentiated instruction involves acknowledging the diverse backgrounds, readiness levels, language skills, learning preferences, and interests of students, and adapting teaching methods accordingly This approach aims to enhance the educational experience for students with varying abilities within the same classroom By tailoring instruction to meet each student's unique needs, differentiated instruction seeks to promote individual growth and success, ensuring that all learners receive the support necessary to thrive in their educational journey.
Figure 2 Learning Cycle and Decision Factors Used in Planning and
Implementing Differentiated Instruction b Components of differentiated instruction
Tomlinson (2000) clearly drew up a differentiation guideline indicating that there were three elements in the curriculum which could be differentiated to benefit students in diverse classroom
Teachers can differentiate at least three classroom elements based on student readiness, interest, or learning profile:
– what the student needs to learn or how the student will get access to the information
Several elements and materials (acts, concepts, generalizations or principles, attitudes, and skills) are used to support instructional content
Tasks and objectives to learning goals need aligning
Instruction is concept-focused and principle-driven and should be adjusted in complexity level to suit diverse learners
– activities in which the student engages in order to make sense of or master the content
Flexible grouping is consistently used
Classroom management benefits students and teachers
– culminating projects that ask the student to rehearse, apply, and extend what he or she has learned in a unit
Initial and on-going assessment of student readiness and growth are essential
Students are active and responsible explorers
Expectations and requirements for student responses should be varied
Table 4 Three classroom elements for differentiation
(Tomlinson, 2000) c Features of differentiated instruction
Tomlinson (2001) showed 7 key features of differentiated instruction as follows:
Effective differentiated instruction requires proactive planning by teachers, acknowledging the diverse needs of their students By preparing a variety of methods for engaging with and expressing learning, educators can avoid the passive responses often seen in undifferentiated classrooms This thoughtful preparation enables teachers to better support all learners and enhance the overall educational experience.
Differentiated instruction focuses on the quality of learning rather than the quantity of assignments While some believe that it requires more work for advanced students and less for those who struggle, Tomlinson (2001) argues that the key to enhancing student learning lies in altering the nature of assignments rather than simply adjusting the amount of work.
Differentiated instruction, coupled with ongoing assessments, is essential for effective teaching By engaging in informal conversations, facilitating class discussions, and observing student work, educators can evaluate individual progress This approach helps identify the most effective strategies for each learner, ultimately maximizing their potential and talents.
“Differentiated instruction provides multiple approaches to content, process and product”
Differentiated instruction is fundamentally student-centered, aiming to create lessons that are engaging, relevant, and interesting for all learners Since students possess varying levels of understanding, a single approach to teaching may not resonate with everyone By offering multiple pathways to meet lesson objectives, differentiated instruction effectively addresses these diverse needs, ensuring that each student can connect with the material in a meaningful way.
“Differentiated instruction is a blend of whole-class, group and individual instruction.”
Differentiated instruction is a dynamic process where teachers strive to create optimal learning experiences tailored to their students' needs As time progresses, the alignment between students and learning methods may become less effective, necessitating ongoing adjustments by educators to ensure that these matches remain effective and supportive of student growth.
Figure 3: The Flow of Instruction in a Differentiated Classroom d Differentiated instruction strategies
In her chapter, “How to Differentiate Instruction in Mixed-Ability Classrooms,” Carol Tomlinson (2001) outlines 17 essential strategies for educators to effectively implement differentiated instruction She emphasizes that there is no one-size-fits-all approach to differentiation, as it must accommodate the diverse needs and characteristics of students, including their learning styles, personalities, and individual learning profiles.
Here are 17 “megastrategies” which can be used to successfully differentiate instructions to make learning fit students better:
To effectively differentiate instruction based on student readiness, interest, and learning profiles, it's essential to establish a clear rationale that can be communicated to students and their parents This rationale will help them grasp the "new rules of the game," fostering understanding and reducing resistance to innovative learning methods By engaging both students and parents in this approach, we can encourage their active participation in the evolving educational landscape.
Start differentiating instruction at a pace that feels comfortable for you The speed at which you implement differentiation should depend on your readiness as a teacher, benefiting both you and your students Begin the process from areas where you feel most confident and enjoy working the most.
To enhance student success, it is essential to implement time-differentiated activities that cater to varying attention spans Advanced students typically possess longer attention spans compared to their struggling peers Therefore, when designing class activities, it is crucial to allocate shorter time segments that align with the attention spans of both advanced and struggling students, ensuring engagement and effective learning for all.
Incorporating "anchor activities" allows teachers to better focus on their students by minimizing dead time in the classroom Advanced students often complete tasks more quickly, necessitating the need for engaging activities tailored to their readiness and interests By preparing these ongoing activities, teachers can ensure that students who finish early have meaningful tasks to work on independently, enabling educators to provide additional support to those who require it.
To ensure effective instruction delivery in the classroom, it's crucial to present directions clearly and avoid overwhelming students with multiple instructions at once, which can lead to confusion and decreased attention Utilizing alternative methods such as tape-recorded directions, task cards, or assignment sheets can enhance understanding and engagement, providing a more organized approach to conveying essential information.
“Assign students into groups or seating areas smoothly.”
“Have a “home base” for students.”
Ensure that students have a strategy in place for seeking assistance when you are occupied with another student or group Advanced students can serve as consultants, providing support in proofreading, locating answers, and offering detailed explanations to their peers.
“Make a plan for students to turn in work.”
“Teach students to rearrange the furniture.”
“Have a plan for quick finisher.”
“Make a plan for calling a halt.”
“Give your students as much responsibility as possible.”
Figure 4: Low-prep vs high-prep differentiation e Teacher’s role in a differentiated class
Learning motivation in ESL/EFL context
Motivation plays a crucial role in the effectiveness of teaching, as various factors can hinder students from meeting lesson and course objectives These factors include the complexity of materials, the teacher's instructional methods, and available learning resources Additionally, poor motivation is often evident through observable classroom behaviors, such as students slumping in their seats, disengaging from discussions, or even sleeping during class According to Tucker et al (2002), motivation has a direct impact on academic achievement, while other factors influence learners indirectly through their motivation levels.
Motivation is a crucial factor in learning a second or foreign language, as highlighted by Dürnyei (1994), who identified it as a key determinant of academic success Students lacking motivation often struggle academically The foundational studies on motivation were conducted by Canadian psychologists Robert Gardner and Wallace Lambert, who introduced rigorous research methodologies and standardized assessment tools, elevating the standards of L2 motivation research However, Gardner's motivation framework faced criticism for being overly influential.
Dürnyei highlighted that the Attitude/Motivation Test Battery (AMTB) developed by Gardner encompasses a broad range of social environments, often overshadowing other important concepts While the AMTB includes elements related to educational motivation, it does not exclusively focus on academic settings, as it features questions that address motivation within the classroom context.
Academic motivation refers to a student's desire to engage with academic subjects, characterized by their approach, persistence, and interest levels, particularly when their competence is measured against performance standards It is considered a specific aspect of effectance motivation, which encompasses the intrinsic need to succeed and effectively navigate one's environment.
This study utilizes Wlodwoski's definition of motivation, which encompasses processes that (a) stimulate and initiate behavior, (b) provide direction and purpose to actions, (c) sustain ongoing behavior, and (d) influence the selection or preference for specific behaviors.
Gardner and Lambert (1972) mentioned the following factors which are rather related to motivation that will attempt to relate the second language ability to these two functions
1 Integrative motivation, defined as the desire to be a part of recognized or important members of the community or that society that speak the second language It is based on interest in learning the second language because of their need to learn about, associate or socialize with the people who use it or because of purpose or intention to participate or integrate in the second language using the same language in that community; but sometimes it involves emotion or affective factors a great deal (Saville-Troike, 2006, p 86)
2 Instrumental motivation involves the concepts of purely practical value in learning the second language in order to increase learners‟ careers or business opportunities, giving them more prestige and power, accessing scientific and technical information, or just passing a course of their study in school (Saville- Troike, 2006, p 86)
Furthermore, the motivation is further classified into two main categories as the following:
1) Extrinsic motivation refers to a desire to get a reward and avoid punishment
Extrinsic motivation plays a crucial role in encouraging learners to engage in educational activities, as highlighted by Arnold (2000, p 14) This includes factors such as homework, grades, and the desire to satisfy teachers Both integrative and instrumental motivations fall under the umbrella of extrinsic motivation, as noted by Harmer (1991, p 4).
Extrinsic motivation relies on external factors like rewards and punishments, which can negatively affect students' learning When students are driven by the desire for rewards, they may engage in classes and strive to meet goals However, if these rewards are removed or if there is no threat of punishment, their interest in attending classes and learning diminishes significantly.
2) Intrinsic motivation refers to learning itself having its own reward (Arnold,
Intrinsic motivation refers to the learners' voluntary desire to engage in learning activities they find valuable or important (2000, p 14) When students are intrinsically motivated, they possess an internal drive to learn, independent of external rewards, leading to no negative consequences associated with this motivation This innate desire encourages students to pursue knowledge for its own sake According to Lightbown and Spada (1999, p 56-57), teachers have limited influence over students' intrinsic motivation due to their diverse backgrounds; thus, creating a supportive classroom environment is essential for fostering this motivation.
Motivation is a dynamic and multifaceted concept, making it challenging for researchers to define it without oversimplifying Over the past few decades, significant efforts have been made to establish various motivation constructs A notable example is Gardner's integrative-instrumental system, which has gained popularity for its comprehensive approach to understanding motivation.
“simplicity and intuitively convincing character” Nevertheless, this construct is
Dürnyei (1994) criticized Gardner's construct for being "too static and restricted," prompting further research to enhance it by incorporating additional elements such as intrinsic and extrinsic motivation, intellectual curiosity, and self-confidence These studies also considered factors like classroom dynamics, teaching materials, teacher feedback, and assessment methods Building on Gardner's framework and these expanded insights, Dürnyei has synthesized the various components into a unified construct consisting of three key elements.
Figure 5: Components of foreign language learning motivation
Related studies
2.1 Evidence of effectiveness of differentiated instruction as a classroom practice
Research by Hall, Strangman, and Meyer (2003) highlights a significant lack of empirical studies validating the theory of differentiated instruction, indicating a notable gap in the literature that future research should address While the overarching concept of differentiated instruction remains underexplored, its foundational elements—such as readiness, effective management procedures, and student engagement—have been supported by educational research dating back to the mid-1980s For instance, the concept of "readiness," which posits that educational content should challenge learners just beyond their current mastery level, is rooted in the theories of Lev Vygotsky (1978).
2003) and the zone of proximal development (ZPD), the range at which learning takes place, by Fisher et al (1980, in Tomlinson, 2000)
Despite limited empirical research, numerous testimonials and classroom examples highlight the effectiveness of differentiation in education Tomlinson (2000) notes positive outcomes from implementing a full model of differentiation, initially aimed at gifted learners struggling with content Due to its demonstrated potential to enhance learning (Hall et al., 2003) and the diverse nature of modern classrooms, this approach has been adopted for students of all abilities Over the years, various websites have emerged, offering valuable resources, advice, and lesson examples for educators Notably, research by Lewiss and Batts (cited in Tukbure, 2011) revealed that a five-year differentiated instruction program increased promotion rates from 79% to 94.8% after end-of-year assessments, underscoring the improvement in student performance.
A significant challenge in adopting differentiated instruction is teachers' lack of familiarity with the concept, as they are accustomed to traditional "one-size-fits-all" teaching methods from their years of experience This difficulty in envisioning what a differentiated classroom entails can create a sense of uncertainty, often leading to a "differentiating phobia" that hinders teachers from implementing this innovative approach in their classrooms (Tomlinson, 2001).
Brandt (1998) explained the link between the conditions in which people learn best and differentiation Apparently, the link indicates the rationale for differentiated classroom as follows:
Figure 6: The rationale behind differentiated classes
2.2 Differentiated instruction and learning style
Differentiated instruction is closely linked to learning styles, as the latter often serves as a motivational factor for the former Learning style theory posits that each learner is unique, possessing distinct abilities, interests, and needs Extensive research has shown how students learn, highlighting that each individual must interpret and understand the material presented by the teacher This "meaning-making process" is influenced by various factors, including prior knowledge, personal interests, and preferred learning methods (National Research Council, 1990, in Tomlinson, 2001).
While state-designed curricula should remain consistent, it is essential to adapt teaching methodologies in diverse classrooms to meet individual student preferences and learning processes Differentiated instruction serves as an effective strategy to address various learning styles, ensuring that all students can achieve success in a supportive learning environment The inherent diversity among students necessitates this instructional differentiation According to Tulbure (2011), three theoretical-methodological arguments support the approach of tailoring instruction to align with learners' unique styles.
Consequently to a meta-analysis performed by Sullivan [apud 15], it was established that a flexible instruction, differentiated upon learning styles, leads to an improvement of the level of academic achievement;
Recent studies in the field of learning psychology revealed the fact that adults are individuals whose learning style and rhythm is stabilized
[12], an aspect that implies respect for and capitalization of inter- individual differences within the frame of higher education;
The experimental intervention took place during Pedagogy seminars, aligning with the curriculum for pedagogic studies in the students' second year This approach emphasizes the importance of differentiating instruction based on students' learning styles, which facilitates the achievement of educational goals and adherence to the curriculum content.
Differentiating instruction, a practice utilized for gifted and talented students over the past two decades, has become a widely recognized teaching strategy that caters to diverse learning styles and enhances student engagement The concept of "learning style" is frequently referenced in differentiation literature For instance, Tomlinson (2001) illustrates that a student with strong kinesthetic skills and challenges in reading may better understand a story by acting it out while listening to someone read aloud, followed by reading the story independently This approach allows for various avenues to learning, accommodating different learning preferences effectively.
Learning styles differ among students and can change over time, making differentiated instruction essential This approach doesn't require teachers to create unique tasks for each student; instead, it offers three or four options within a class to engage all learners effectively Unlike the individualized instruction model of the 1970s, which overwhelmed teachers with the need for tailored lessons for each student, differentiated instruction emphasizes meaningful learning and powerful ideas for the entire class Teachers may work with the whole class, in small groups, or with individuals as needed (Tomlinson, 2001).
To effectively prepare for instruction, teachers must identify students' learning styles using a reliable inventory created by experts This understanding of individual strengths and weaknesses enables teachers to tailor their instruction through diverse performance indicators, ensuring that all students can access knowledge, develop essential skills, and showcase their abilities While the core curriculum concepts remain consistent for all learners, the complexity of content, learning activities, and products should vary, providing appropriate challenges without causing frustration.
Differentiated instruction offers four key strategies to achieve teaching goals, one of which involves adapting the learning environment to accommodate diverse learning styles While theories by Dunn and Dunn, David Kolb, and Howard Gardner may not always align, they collectively enhance the learning experience This instructional approach aims to provide students with a variety of teaching methods, allowing them to thrive in their preferred learning environments while also encouraging them to explore other styles for a more comprehensive educational development.
Figure 7: Range of activities in a differentiated classroom
2.3 Differentiated instruction and ESL/ EFL motivation (In the world and in Vietnam)
Enhancing academic motivation can be achieved through various strategies, particularly by offering students choices in class activities that promote their autonomy This connection highlights the importance of differentiated instruction in fostering academic motivation By providing a diverse array of activities, differentiated instruction allows each student to engage in learning that better suits their needs, ultimately increasing their motivation to participate in class (Tomlinson, 2001).
Research by Tulbure (2011) explored the relationship between learning styles, differentiation, and intrinsic motivation The study revealed that tailoring instruction to match students' learning styles enhances their intrinsic academic motivation and overall achievement.
METHODOLOGY
Participants
The study focused on a class of 26 second-year university students, aged 19 to 21, predominantly female (89%) These students hail from diverse backgrounds, with 23% from urban areas, 57.7% from rural regions, 11.5% from coastal areas, and 7.7% from mountainous regions Despite a standardized curriculum mandated by Vietnam's Ministry of Education and Training, educational quality varies significantly across regions due to differing facilities and teaching staff, leading to disparities in students' abilities, English proficiency, learning styles, and motivation Observations indicate that students from less developed areas tend to excel in grammar due to a prevalent grammar-translation approach, while urban students benefit from more exposure to communicative methods and additional classes with foreign teachers.
Well-equipped urban classrooms enhance teachers' ability to diversify learning methods, allowing city students to develop greater adaptability and flexibility compared to their peers in remote areas.
1.2 Description of the major and course
The university provides a diverse range of major courses, with English language teacher education being a prominent option Students pursuing this major must complete a series of required courses over four years to earn a Bachelor of Arts degree in English language teaching The first two years focus on enhancing English proficiency through skill courses in speaking, reading, listening, and writing In the final two years, students engage in English teaching methodology, alongside theoretical subjects such as research methodology, critical thinking, and translation, while also participating in a practicum at selected high schools.
In the second year, students are required to simultaneously master three key courses during the first semester: 3A (English for Social Purposes), 3B (English for Academic Purposes), and 3C (Test-Taking Skills) These courses build on the foundational knowledge gained from the first-year courses 1A, 1B, and 1C, as well as the second-semester courses 2A, 2B, and 2C Following these, the sequence continues with courses 4A, 4B, and 4C This research focuses specifically on course 3A, providing an in-depth examination of its content and objectives.
This course aims to help students achieve a B2+ level on the CEFR scale and a Band 6.5 on the IELTS exam It emphasizes the sustainable development of integrated language skills—Listening, Reading, Speaking, and Writing—through competence-based and task-based teaching methods By engaging in various practice tasks, students will enhance their communicative language competence to reach the desired CEFR level, while also being guided to develop effective learning strategies.
(2007) Face2Face Upper Intermediate – Student‟s Book Cambridge:
- Tim, N & Bell, J (2007) Face2Face Upper Intermediate – Workbook
- Lecturers in Division 2, ULIS, VNU (complied & edited) (2013) Reading Supplementary Materials
1.3 Description and reflection of the teacher (the researcher)
My passion for English language was so great that I did not have to think much before selecting my university After four years studying here, I graduated in
In 2011, I earned a Distinction degree through a fast-track program, which enabled me to become a lecturer at the university Although I have only two years of teaching experience, I gained valuable insights during my studies As a novice teacher, I face challenges in managing my classes, but I receive excellent support from experienced colleagues and learn from the works of renowned researchers and educators globally Consequently, I notice daily improvements in my teaching, positively impacting my students' motivation and academic success.
The investigated class was a mixed-ability group, with a small number of motivated students actively striving for progress In contrast, the majority of the class exhibited passivity in their learning, despite their desire to achieve academic success.
Class problem from the teacher‟s perspective
When I first came in this class, it was quite easy to see that these students had serious difficulty in understanding what I am talking to them in English, and even some of them could not use English to communicate at all When I asked one of them several simple familiar questions such as could you tell me something special about you, the student was so confused that she had to seek translating support from the others sitting around This appeared quite surprising to me because these students had finished their first year They were supposed to master English as a communicative tool, at least in daily life context In the second week, when I started teaching the first unit according to the syllabus, it was even more problematic because most of them (except some students counted on one hand) were hardly involved in the lesson When I asked them elicit questions related to the lesson, they either looked down and stuck their eyes on the table or simply looked at nowhere I admitted it was a trauma which really made me think to look for reasons and then solutions to the problems
At first, I formed some hypotheses about the causes of the problem:
Their low level of English proficiency which leads to a serious lack of confidence may prevent them from proactively participating in class activities;
Their lack of motivation which is caused by their not-accommodated different learning styles may discourage them to achieve success in classroom
The initial hypotheses motivated me to embark on the first phase of this action research aimed at testing the theories related to the identified problems Upon reviewing the study records from the first year, I found confirmation of the first hypothesis.
Figure 8: The proportions of the students by their study record in the first year
The pie chart illustrates the distribution of students' academic performance after their freshman year, revealing that a significant 85% achieved a GPA below 3.0 Alarmingly, more than one-third of these students recorded a GPA between 1.0 and 2.0 by the end of their second semester.
I conducted a motivation survey to assess students' interest levels in class, revealing a significant lack of motivation among both advanced and struggling learners The findings will be detailed in the following section Additionally, a learning style survey was administered to identify potential reasons for the observed motivation deficit.
Action research
According to Mackey and Gass (2005), “an all-encompassing definition of action research” seems not to exist In fact, action research, also known as
“collaborative research” or “practitioner research” or “teacher-initiated research,” can be defined and undertaken in many different ways in the field
Classroom research is often conducted by external researchers focused on theory construction and testing, which tends to overlook the perspectives of teachers In contrast, research that is relevant to classroom practice arises from the specific challenges and concerns that teachers face in their own environments Action research, therefore, empowers teachers to actively seek solutions to the problems they encounter in their classrooms.
Action research is considered the most effective method for discovering solutions tailored to specific contexts While findings from other researchers may demonstrate effectiveness, they are not universally applicable Therefore, it is essential for teachers to engage in action research alongside their teaching practices (Waters-Adams, 2006).
“Action research is a process in which participants examine their own educational practice systematically and carefully, using the techniques of research
It is based on the following assumptions:
- Teachers and principals work best on problems they have identified for themselves
- Teachers and principals become more effective when encouraged to examine and assess their own work and then consider ways of working differently
- Teachers and principals help each other by working collaboratively
- Working with colleagues helps teachers and principals in their professional development”
Action research, as described by Ferrance (2000), is not merely a "library project" or a traditional problem-solving approach focused on identifying issues Instead, it is a cyclical process aimed at uncovering genuine educational challenges, collecting relevant data, reflecting on findings, and determining actionable steps The primary objective of action research is to enhance educational environments, ultimately benefiting students.
The researcher emphasized the importance of action research as a practical approach to addressing classroom challenges, prioritizing context-specific solutions over generalized findings from other educators' experiences.
Research instruments
The adaptation of motivation and learning style questionnaire
According to Dürnyei (2003), questionnaires are a widely utilized method for data collection in both quantitative and qualitative research due to their ease of construction and efficiency A well-crafted questionnaire can significantly save researchers time, money, and effort while effectively gathering substantial information in under an hour and in a systematic way.
According to Dürnyei's book on questionnaires, they can be categorized into three types based on the respondent: factual, behavioral, and attitudinal For this research, the questionnaire utilized was of the attitudinal type, focusing specifically on the student participants' interests and preferences for particular activities related to their learning.
While questionnaires are widely used, there is a common misconception that anyone can create an effective one, as noted by Oppenheim (1992, cited in Dửrnyei, 2003) This belief often confuses casual inquiries with the structured design required for a research questionnaire In reality, not everyone possesses the skills to develop a well-crafted questionnaire that can effectively gather the necessary information A poorly designed questionnaire can severely undermine the success of an otherwise engaging research topic (Dửrnyei).
2003) For these reasons, the researcher decided not to design a questionnaire by herself, but adapting existing ones whose validity and reliability have been already proved over time a Learning style inventory
The researcher decided to adapt Perceptual Learning-Style Preference Questionnaire (PLSPQ) developed by Reid (1984) as the measuring instrument of students‟ learning styles, particularly for learners of foreign language
The survey's validity was confirmed using the split-half method, initially comprising 10 statements on learning styles, which were later refined to 5 after correlation analysis According to Sabeh et al (2011), Reid’s PLSPQ has been extensively utilized in various studies, ensuring its established validity and reliability The "user-friendly" PLSPQ features 30 randomly ordered statements, requiring responses on a 5-point Likert scale.
“strong disagree to strongly agree” Some questions were repeated to increase the internal consistency of the questionnaire after being paraphrased a bit
The PLSPQ was chosen as the research instrument due to its relevance, but modifications were necessary to enhance clarity and prevent misunderstandings Specifically, question 15 was replaced, question 16 was translated, and question 17 was exemplified Only the instructions and in-bracket translations for certain questions were provided in the students' L1 to maintain comprehension without compromising the integrity of the original questionnaire.
16) because the language use in each statement was quite simple and easy to understand Moreover, if some repeated statements were in Vietnamese, the students would easily find out and consider them as “the ridiculous trick.”
The PLSPQ questionnaire also included its scoring sheet which guided the user how to elicit the respondent‟s learning styles via 30 questions
Due to the assumption that students may not be familiar with the term "learning styles," a concise explanation was given during the survey administration Additionally, the questionnaire clearly stated the assurance of confidentiality and anonymity at the outset The motivation questionnaire used was adapted from Gardner's Attitude/Motivation Test Battery (AMTB).
Gardner's Attitude Motivation Test Battery (AMTB), despite facing criticism from some researchers (Dürnyei, 1994), is widely recognized for its validity and reliability in motivation research Originally developed by Gardner and Lambert (1958) to assess the non-linguistic factors influencing English-speaking Canadian students learning French, the AMTB has been adapted for various studies on L2 learner motivation globally (e.g., Clement, Gardner & Smythe, 1977; Laine, 1977; Gordon, 1980; Muchnick & Wolfe, 1982) The AMTB evaluates learners' motivation and attitudes towards the target language across six categories.
Integrative orientation: learners‟ motivation for learning English is for their daily life or social purpose;
Instrumental orientation: learners need to acquire language usage skills to a proficiency level for pursuing knowledge in their specific fields of study;
Motivational intensity: the level of learners‟ motivation in learning a language as a second/foreign language;
Desire to learn English: the insight into how strong is the students‟ desire to learn the language;
Parental/Lecturer’s encouragement: the effects of these two factors on students‟ motivation in learning English; and
The rating of English skills: the supplementary and complementary information which can be linked to other factors under study
To enhance respondent commitment and minimize administrative time, some researchers have opted for the mini-AMTB version, which consists of only 12 items compared to the original 104 items in the AMTB.
Guilford (1954) instead of the full AMTB Despite its small number of survey items
The mini version of the AMTB features 12 items instead of the original 104, while maintaining the fundamental conceptual framework of the full AMTB Each item in this condensed version corresponds directly to a scale found in the complete AMTB, ensuring that essential elements are preserved.
Figure 9: Equivalent scales of 12 mini-AMTB items
On the other hand, Gardner (2004) suggested that the “Guilford style” mini- AMTB should not be used as a substitute for the full AMTB The reason was that
Single item scales often suffer from significant measurement errors and offer a limited range of response options, which can affect their correlation with other variables This limited scope, with only one item per scale to assess motivation and attitude, diminishes the depth of measurement and may compromise the validity and reliability of survey results.
The researcher modified key sections of the complete AMTB to create a tailored list of survey questions for participating students, addressing the limitations associated with the mini-AMTB.
The AMTB used in this research was an English-language version, chosen for its alignment with the overall language of the study This version was initially translated for Gardner's international research project and was specifically designed for students learning English as a foreign language The similarity between the original subjects of the survey and the participants in this study enhances the questionnaire's relevance However, it is important to note that the original subjects were secondary school students, while the participants in this research were university students, indicating a difference in age range.
The adaptation of the survey was essential to streamline data analysis while preserving the content validity of the AMTB The researcher focused on selecting specific categories that align with the study's objectives, particularly motivation intensity and lecturer encouragement.
The survey, labeled as "English teacher evaluation," assesses the desire to learn English among university English majors While retaining ten items from the original scale, modifications were made to the English teacher evaluation section Initially designed for secondary school students with a single English teacher, the revised items now reflect the experience of university students who typically have at least two English teachers covering different skills in one semester Consequently, the term "English teacher" was updated to "English reading teacher" to better align with the participants' educational context.
Procedure of data collection
In the initial phase of the study, known as pre-intervention or problem identification, the PLSPQ questionnaire was administered to a class of second-year English majors and subsequently collected The gathered data was then visually represented in a chart and presented to the students Additionally, the Motivation Questionnaire (AMTB) was distributed to assess the students' motivation levels during reading lessons prior to the implementation of the new differentiated instruction approach.
In phase 2 of the intervention, the researcher will develop a hypothesis based on data collected from two questionnaires and create a differentiated instruction approach aimed at improving student motivation by accommodating individual learning styles Throughout the process, the teacher will engage in self-observation and reflection After implementing the new teaching strategy, a follow-up motivation questionnaire will be administered to assess any changes in student motivation levels, and interviews will be conducted with students to gather further insights at the conclusion of the intervention.
After the cycle one of the research, the researcher would decide whether or not to conduct the second cycle based on the result of the first one
Figure 11: The research first cycle
Phase 1: PLSPQ and AMTB questionnaire + interview with some students
Phase 2: Intervention (differentiated instructions by learning styles)
Procedure of data analysis
This study employs both qualitative and quantitative methods to analyze the collected data
After gathered, the PLSPQ questionnaire will be assessed and analyzed with the guidance from the scoring sheet of the PLSPQ (see Appendix 2) provided by Reid (1987)
The AMTB motivation questionnaire will be analyzed using a scoring sheet, with each item assigned a numerical value from 1 to 6 Positively keyed items range from "strongly disagree" (1 point) to "strongly agree" (6 points), while negatively keyed items are scored in reverse, from "strongly disagree" (6 points) to "strongly agree" (1 point).
In this survey, respondents can achieve a maximum score of 180 by selecting "strongly agree" for positively keyed items and "strongly disagree" for negatively keyed items Conversely, the minimum score is 30, which reflects choosing all 1-point-value alternatives This scoring system indicates that higher points correlate with greater motivation levels among participants.
The interviews with the students, classroom observation and student‟s diaries will be coded, transcribed, analyzed and quoted as the evidence in the study
All the collected data cooperated to help the researcher gain a thorough overview on the problems and seek out the best solutions.
RESULTS AND DISCUSSION
Research question 2
2.1 Description of new intervention (differentiated instructions)
Differentiated instruction will be utilized to accommodate various student learning styles, aiming to significantly enhance their motivation The findings from the PLSPQ questionnaire support this approach.
1) There was a wide range of learning styles in the targeted class;
2) The major learning styles of most of the students were tactile, kinesthetic and auditory (over 50%) Although visual, group and individual learning styles were not the best learning conditions, a majority of the students could still perform well with some effort
3) However, visual, group and individual learning styles were also negative to 8.4%, 12.5% and 21% respectively
In short, it was worth bearing in mind these characteristics of students‟ learning styles when differentiating instructions
Differentiation in education is essential for catering to diverse learning styles, ensuring that all students have an equal opportunity to acquire the necessary skills and knowledge for success.
The intervention called differentiation project was conducted over a six-week period from September 2012 to October 2012 In light of the research objectives, a set of stages had been planned:
Differentiate class activities to cater the students‟ learning styles to raise motivation
Evaluate the students‟ motivation each month to keep track of their progress
Teacher self-observation and reflection were crucial in documenting classroom events during a six-week intervention project This project aligned with the 3A course syllabus, which commenced in early September and spanned fifteen weeks, focusing on the first half of the semester leading up to the mid-term test The initial two weeks involved pre-process stages where problems were identified through surveys and student interviews The intervention was then implemented from week three to week eight of the syllabus.
Week 1 (September 3 to September 7) and Week 2 (September 10 to September
Start the intervention of Differentiated Instructions
This week, the theme of lifelong learning was introduced in a reading class that integrated various skills to engage multiple learning styles Students focused on newspaper and magazine articles, beginning with a survey on their reading habits, which categorized them into groups based on their frequency of reading They analyzed a sample article on "learning a language" to understand its main ideas and structure Following this exploration, students participated in an "international press simulation," with group members acting as journalists in specific sections (economic, cultural, or social news) and individual students taking on the role of editors For homework, students conducted online research to select topics and content, while editors focused on understanding article standards and assessment criteria.
In week 4, students presented their article outlines and materials, reviewing key ideas in groups and as a class They then collaborated to start writing their articles, with the teacher encouraging fair division of tasks Tactile students were invited to enhance their A0 paper with illustrations, while kinesthetic editors assisted groups with their expertise The teacher acted as the chief editor, providing support when needed Visual and auditory students researched additional information and images online, and peer checks were conducted by the editors after each group completed their article.
The theme "time for a change" was introduced through a printed health website distributed to students, prompting them to predict the percentages of individuals with specific attitudes toward food and dietary advice To verify their predictions, students listened to two monologues by fellow students discussing the same topic, allowing them to identify and understand the reasons presented in the dialogues.
Students were tasked with reading two letters to a newspaper advocating for societal change and then writing their own letter recommending positive changes—such as in fashion, learning methods, or attitudes—to someone they rarely communicate with After drafting their letters in class, they paired up to review each other's work at home The following week, the letters were to be sealed in heart-shaped envelopes, with the recipients' names clearly written, while the senders' names were optional.
The teacher introduced a mailbox activity where students placed their letters inside, with the teacher acting as the "postman" to deliver them This sparked excitement among the students as they received letters addressed to them Interestingly, some shy and less popular students received multiple letters, while others did not receive any The teacher reassured those without letters, suggesting they might be too popular, implying that their peers may not have had the chance to reach out yet.
This week, the class focused on the theme of "law, crime, and punishment." Students engaged in a brainstorming session to list various crimes they were familiar with, while the teacher introduced new terminology They also predicted the corresponding punishments, which were later reviewed and corrected by the teacher.
In the reading section, students explored informative leaflets aimed at preventing crime They were tasked with creating their own leaflets to educate their peers on strategies to avoid becoming victims of attacks, rape, or pickpocketing.
At home, the students found their favorite books of any kind to bring to class in week 7
The self-made leaflets were exchanged among groups for useful information to stay safe in Hanoi
In week 7, the focus was on storytelling, where the teacher provided students with pictures to inspire their narratives This approach aims to enhance their creativity and improve their speaking skills through visual prompts.
All the books which were brought to class were then collected to make a
In our class's "book gallery," each student selected a book to take home for a week of reading pleasure During this time, they were encouraged to explore critical reviews related to their chosen titles.
This week, the teacher and students convened to discuss their reading experiences and share global perspectives on various books The book owners collaborated with peers who selected their titles in week 7 to exchange ideas and insights In self-selected small groups, students crafted their own book reviews, fostering critical thinking and collaborative learning.
2.2 The extent of the accommodation to learning styles by differentiated instruction strategies
Based on the teacher‟s self-observation, and reflection, some evidence of differentiating instructions by the students‟ learning styles could easily recognized
The first thing was the integration of different skills into one reading lesson
In the literature review, it was noted that reading is often viewed as a strength for visual learners; however, this learning style represents only a small fraction of the class, with nearly 10% of students struggling in this area Furthermore, kinesthetic learners make up a significant portion of the class and typically do not prioritize reading Consequently, incorporating listening, speaking, and writing activities is essential to engage a broader range of students beyond just reading.
Research question 3
The AMTB was administered to students both in the middle and at the end of the intervention period to assess the impact of differentiated instruction on motivation levels The results from the three assessments of the AMTB were collectively analyzed and presented.
Figure 14: Motivational intensity over a six-week period (Sept to Oct 2012)
The line graph illustrates the changes in motivational intensity among students from September to October 2012 The most significant trend was observed in the highest grade group (41-60 points), where the percentage of students achieving this score surged from approximately 23% in September to 46% by the end of the research project In contrast, the proportion of students scoring below 20 points saw a substantial decline, dropping from nearly 27% in September to just 7.8% in October Meanwhile, the middle group (21-40 points) remained relatively stable, experiencing only a slight decrease in October Overall, the data indicates a marked increase in student motivation during the observed period.
Following the third AMTB delivery, an interview was conducted to allow students to discuss their survey results in greater detail During this second interview, six out of twenty-six students were selected based on the notable changes in their scores across various survey tasks and their representative learning styles.
Students majoring in English teaching methodology are highly motivated to master the language, dedicating significant time and effort to their studies On average, six students engage in 2 to 3 hours of self-study daily during the week, with additional time on weekends However, they often face distractions from technology, such as mobile phones and social media, which hinder their effective learning Notably, during the intervention period, students increased their study time by 30 minutes to an hour on Sundays before Monday classes, demonstrating their motivation to participate more effectively, much to the teacher's satisfaction.
Students appreciated the flexibility of completing homework and assignments in ways that aligned with their interests, such as drawing, singing, or role-playing, which boosted their motivation even when facing challenges The combination of individual work followed by collaborative small group sessions allowed them to engage deeply with the material and support one another effectively.
In the first year, group assignments posed challenges for me, as some members were quicker thinkers, making it difficult to contribute However, the new approach of working individually before joining groups has greatly improved my comfort level This method alleviates the pressure of comparing myself to others, allowing me to focus better and study more effectively without the fear of making mistakes.
Figure 15: English teacher evaluation over a six-week period (Sept to Oct 2012)
The line graph illustrates the impact of teacher evaluation on student motivation over a two-month research period It shows both upward and downward trends, with the lowest grade group (10-20 points) experiencing a rapid decline during the intervention Meanwhile, the middle group saw a moderate drop in September but gradually increased to 46.1% by the end of October The highest grade group initially rose sharply but slowed its growth in the latter half of the period Overall, students appear to have a more positive evaluation of their teacher.
In a recent interview, six students enthusiastically discussed their experiences with learning styles (LS) and how they have applied this understanding to enhance their study habits One student expressed their excitement about the impact of recognizing different learning styles on their academic success.
Thank you for enlightening us about learning styles; I found the assessment that identified me as a visual learner to be accurate Upon comparing the traits of visual learners with my own, I was pleased to discover the similarities For instance, I prefer visual aids like pictures over participating in discussions or acting in class In the past, some teachers were critical of my quiet demeanor, and despite my efforts to engage in class activities, I struggled Now, I understand the reasons behind this Thank you!
The teacher introduced a valuable concept that empowered students to understand their individual learning styles, leading to improved academic performance and personal growth This shift not only enhanced students' perceptions of their teacher but also fostered a more positive evaluation of their teaching methods By recognizing their unique learning needs, students experienced reduced anxiety and confusion, embracing their distinctiveness in the learning process.
The new teaching methodology received positive feedback from students, despite the teacher not officially communicating the changes aimed at enhancing their learning styles and motivation Student S3 expressed amazement and satisfaction with the teacher's dedication and creativity, noting her significant efforts to facilitate his learning process In contrast, S4 disagreed with S3's comparison, asserting that the new teacher is unique and distinct from her previous instructors.
I truly appreciate your unique approach During my first year, I was shy and reserved, often sitting at the back of the classroom and observing my more outgoing peers It felt disheartening at times, as I believed the class activities weren't meant for students like me However, your encouragement inspired me to participate, making me feel included and valued in our class.
The diverse range of class activities significantly enhances student enjoyment, as noted by S1, who expressed a preference for the article-writing assignment, allowing her to utilize her drawing and graphic design skills The teacher's differentiated approach, offering various assignments and tailored expectations for different groups, likely contributed to the higher evaluation marks received in the AMTB survey.
After each lesson, two students humorously expressed their exhaustion due to the active nature of the classes, highlighting the physical movement involved Despite the energy drain, students appreciated the hands-on activities, particularly those that engaged kinesthetic and tactile learning In an interview, six students unanimously agreed on the positive impact of these interactive lessons.
Over the past six weeks, students have expressed a strong eagerness before each lesson, excitement during class, and satisfaction after nearly all lessons They provided detailed responses to question 8, highlighting their engagement and positive experiences in the learning process.
[S1] “I was really eager before your lessons every Monday because I keep wondering what fun activities are going to take place in the class.”
[S2] “I share the same feelings The class activities are very engaging and everyone wants to join in, even some shy students The atmosphere is always fantastic.”
CONCLUSIONS
The teacher-researcher‟s reflection on the project, limitations and suggestions for
With the abundance of newly promoted teaching methodologies, selecting the right one can be a significant challenge for educators Based on the findings of this study and my personal observations, I strongly advocate for the use of differentiated instruction tailored to individual learning styles as an effective approach for teachers globally.
Recognizing that each individual is unique, we understand that achieving academic success requires personalized approaches Relying solely on a single teaching method can hinder students' progress, as it may not cater to their diverse learning needs Tailoring educational strategies to fit each student's strengths and preferences is essential for fostering effective learning and ensuring success.
This action research project, while limited by the constraints of a MA thesis, successfully addressed the motivation issues within the researcher’s classroom It offers valuable resources for educators, including a ready-made learning style inventory and the AMTB motivation survey, complete with detailed scoring sheets to facilitate result analysis These tools aim to alleviate the challenges teachers may face when conducting similar action research in their own classrooms.
Suggested steps for using differentiated instructions by learning styles to increase students’ motivation level at university:
Step 1: After figuring out the problem of low motivation in a class by the
AMTB questionnaire, a learning style inventory should be administered to investigate the major, minor and negative learning styles of the class
Step 2: Teachers plan the possible and appropriate differentiated strategies
(read more in Tomlinson, 2001) to the students‟ learning styles
Step 3: Teachers apply the strategies to class activities, homework and assignments and keep track of the progress of class motivation by the AMTB and self-observation
Step 4: After the intervention is finished, the AMTB and interviews
To evaluate the effectiveness of the intervention, additional instruments may be utilized If the initial cycle does not yield the desired outcomes, a second cycle may be required.
This action research involved a small sample size of 26 participants, which limits the ability to generalize the findings Nonetheless, the study's results indicate that differentiated instruction based on learning styles can effectively enhance motivation Caution is advised when replicating or generalizing these findings.
The analysis of the PLPSQ and AMTB survey results lacked effectiveness and productivity due to the absence of advanced software like SPSS, which could enhance reliability and facilitate efficient processing of large data sets Consequently, the researcher opted for action research with a small sample size to ensure better management of the data.
The research duration was limited to just six weeks, which is only half of the semester, potentially leading to superficial and shallow results While a more comprehensive coverage of the syllabus would have been ideal, the researcher faced significant time constraints.
Suggestions for the next cycles
This action research is suggested for educators facing similar challenges with student motivation in their teaching practices However, it is essential to approach replication carefully, particularly when dealing with larger student populations.
The further studies should reduce the limitations of this research by applying to bigger sample with the use of SPSS software, and longer time of application
If the initial intervention cycle fails to yield positive results for a specific class, it is crucial to pursue subsequent cycles Following the first cycle, researchers should conduct thorough investigations, such as interviews and questionnaires, to identify the underlying reasons for the lack of effectiveness This understanding is essential for developing a more appropriate intervention tailored to meet the needs of the students.
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This questionnaire aims to identify your preferred learning styles Please complete it based on your genuine classroom preferences, as there are no right or wrong answers Your honest responses are crucial for the success of this research Rest assured, all information, including your name and answers, will be kept strictly confidential and used solely for this study.
Thank you very much for your help!
Perceptual Learning-Style Preference Questionnaire Instructions
This questionnaire, created by Reid (1984), aims to help you discover your preferred learning styles Evaluate each statement by indicating your level of agreement, with "strongly agree" as your highest affirmation.
Respond to each statement quickly, without too much thought Try not to change your responses after you choose them Please answer all the questions
1 When the teacher tells me the instructions I understand better
2 I prefer to learn by moving around and doing something in class
3 I get more work done when I work with others
4 I learn more when I study with a group
5 In class, I learn best when I work with others
6 I learn better by reading what teacher writes on the whiteboard
7 When I do things in class, I learn better
8 I remember things I have heard in class better than things I have read
9 When I read instructions, I remember them better
10 I learn more when I can make a model of something
11 I understand better when I read instructions
12 When I study alone, I remember things better
13 I learn more when I make something for a class project
14 I enjoy learning in class by trying out new activities or ideas
15 I learn better when I make drawings (e.g a mind map or a doodle) as I study
16 I learn better in class when the teacher gives a lecture (giảng bài)
17 When I work alone, I learn better
18 I understand things better in class when I participate in role-playing
19 I learn better in class when I listen to someone
20 I enjoy working on an assignment with two or three classmates
21 When I build something, I remember what I have learned better
22 I prefer to study with others
23 I learn better by reading than by listening to someone
24 I enjoy making something for a class project
25 I learn best in class when I can participate in related activities
26 In class, I work better when I work alone
27 I prefer working on projects by myself
28 I learn more by reading textbooks than by listening to lectures
29 I prefer to work by myself
Thank you so much for your cooperation!
There are 5 questions for each learning category in this questionnaire The questions are grouped below according to each learning style Each question you answer has a numerical value
Fill in the blanks below with the numerical value of each answer For example, if answered Strongly Agree (SA) for question 6 (a visual question), write and number
To complete question 6, write "5 (SA)" in the blank space provided After filling in all numerical values for the Visual section, sum those numbers Multiply the total by 2 and enter the final result in the designated blank.
To identify your primary and secondary learning style preferences, follow the outlined process for each learning style category Once completed, refer to the scale at the bottom of the page, which will assist you in determining your major learning style preferences, minor preferences, and any negligible styles.
LANGUAGE LEARNING SURVEY (Adapted from the Attitude Motivation Test Battery)