Literature Review
Definition of learning styles
Fifty years ago, Lewenfeld (1945) examined visual versus haptic preferences, yet the exploration of learning styles remains limited today This lack of clarity stems from the diverse range of learning styles, which can influence school achievement and behavior (Nel, 2008) Learning style is defined as the consistent ways learners respond to and utilize stimuli during the learning process (Claxton and Ralston, 1978: 7).
According to Brown and Spada (1995), learning styles are defined as the natural and habitual approaches that learners use to absorb, process, and retain new information and skills, which remain consistent irrespective of the teaching methods employed or the subject matter.
Curry (1983) employs a metaphorical onion with its multiple layers to decide an individual‟s preferences (i.e., instructional and environmental preferences, information processing preferences of the learner, and the individual‟s personality dimension) Reid
In 1987, four fundamental perceptual style preferences were identified: visual learners, who benefit from reading and charts; auditory learners, who thrive on lectures and audio materials; kinesthetic learners, who engage through physical activities; and tactile learners, who prefer hands-on experiences like building models or conducting laboratory experiments.
1.2 Classification of the learning style
According to Light Brown and Spada (1999, cited in Nguyễn Thị Vân Lam and Ngô Đình Phương), they classify learning styles into 2 major categories: Perceptual and
Classification of learning styles
M Felder (1995) seemed to belong to this list, however, the researcher wants to add one more styles of learners: active and reflective learners
In the first category which is based on perception, there are different sub- categories which are visual learners, auditory learners, kinesthetic learners, tactile learners and haptic learners
Visual learners thrive when information is presented through visual and written formats, as highlighted by the DVC website They absorb knowledge more effectively through images, colors, and maps This learning style enables them to recall information by visualizing pictures in their minds, enhancing their overall understanding and retention.
Auditory learners thrive in environments where information is delivered through spoken language They possess a keen sense of pitch and rhythm, making them more attuned to auditory input When recalling information, these learners often "hear" the original delivery or their own verbal repetition Engaging in listening and speaking interactions significantly enhances their learning experience.
Kinesthetic learners: Kinesthetic learners learn more effectively through concrete body experience or body movement They often use their body and sense of touch to explore the world around
Tactile learners excel in acquiring knowledge through hands-on experiences and physical interaction They thrive on engaging with the world around them and often remember information by actively doing or experiencing it For example, when memorizing a phone number, tactile learners may recall the specific movements of their fingers as they press the digits.
Haptic learners : they are among those who learn through touch and body movement, a combination of tactile and kinesthetic styles They are successful in learning tasks requiring manipulation
In cognitive learning styles, Light Brown and Spada (1999) divide them into two categories: field- independent learners and field- dependent learners
Field-independent learners excel in analytical thinking, allowing them to quickly identify hidden figures within complex drawings They have a unique ability to perceive elements separately from their context, enabling them to focus on intricate details effectively.
Field-dependent learners are characterized by their relational approach to learning, often perceiving the overall context rather than focusing on individual components They excel at understanding the general meaning of a situation but may struggle to break down complex information into distinct parts.
Active learners thrive in environments that encourage physical engagement, while reflective learners excel when given the chance to contemplate the information presented Increased opportunities for participation and reflection in class significantly enhance students' ability to learn and retain new material Felder (1995) suggests that active learners are naturally inclined towards experimentation, contrasting with reflective learners who focus more on observation and contemplation.
The importance of understanding students‟ learning styles
Understanding students' learning styles is crucial for effective teaching and should be prioritized by educators Early in the course, students should complete a learning style assessment to identify their own preferences and those of their peers This awareness allows teachers to recognize that students learn differently, prompting them to adopt diverse teaching approaches The interplay between teaching and learning styles is vital for educators, as it significantly impacts student engagement and success in the classroom.
Research on learning styles often overlooks the critical aspect of aligning teaching and learning styles While educational literature presents numerous variables, few studies focus on this alignment Notably, Peacock (2001) highlighted significant discrepancies between students' learning styles and teachers' teaching styles in real classroom settings To enhance student success, instructors must adapt their teaching methods to accommodate diverse learning styles Studies have shown that both teachers and administrators play a vital role in influencing student achievement, emphasizing the importance of adaptability in teaching approaches By employing varied instructional methods, teachers can significantly impact students' academic performance, underscoring the necessity of matching teaching and learning styles to improve educational outcomes.
To meet administrative expectations, teachers often adjust their natural teaching methods Recognizing that teaching and learning are interconnected processes where both educators and students rely on each other can significantly enhance teaching effectiveness By embracing this understanding, teachers can better support students in reaching their full potential (Forest, 2004).
Investigation into the teaching styles asserts that the disparity between teaching and learning is continuous, and that this largely influences students‟ attitude and motivation
Disparity in teaching and learning styles is the root of the problems that many students face
Research indicates that teachers often overlook the fundamental reasons behind students' failure, resistance, or refusal to learn While these actions may be unintentional, educators must address the root causes of these issues to foster student success When students struggle to meet expectations, their motivation and persistence decline It is essential to investigate effective strategies tailored to each student's needs, as implementing these findings can significantly enhance their learning outcomes By designing course materials that align with students' preferred learning styles, educators can help them navigate challenges more effectively Understanding these learning styles allows teachers to create more effective course designs that cater to their students' unique needs.
Mismatches between Teachers' and Students' perceptions of learning activities
Teachers can enhance vocabulary acquisition by incorporating visual aids like photographs, drawings, and cartoons, alongside films and live dramatizations to engage visual learners To reinforce grammar and vocabulary, repetitive drills and exercises are essential Instead of solely lecturing, educators should encourage student involvement through class activities and hands-on exercises, catering to kinesthetic learners Collaborative homework assignments can benefit group learners, allowing them to express themselves effectively Additionally, teachers should support independent learners by providing individual assignments, fostering a comprehensive learning environment that addresses diverse learning styles.
1.4 Mismatches between Teachers’ and Students’ Perceptions of Learning Activities
Learner-centered language teaching requires a deep understanding of students' needs, expectations, and learning preferences Research by Riazi and Riasati (2007) highlights a significant mismatch between students' perceptions and those of their teachers, often resulting in learning failures and decreased motivation For instance, students typically dislike individual tasks, such as translating new vocabulary or focusing solely on receptive skills, yet teachers often remain unaware of these preferences and continue with traditional teaching methods To enhance learning outcomes, it is essential for teachers to foster collaborative learning environments, encouraging group or pair work, and to present vocabulary in meaningful contexts that promote both receptive and productive language skills.
In Hue's study (2004), it was revealed that despite both learners and teachers acknowledging the significance of grammar and being confident in their grammatical knowledge, the overall learning environment was lacking Students experienced boredom and dissatisfaction due to the teacher's monotonous and repetitive explanations, leading to reduced activity and enthusiasm during language lessons.
(2001) suggested that teachers should not consider their learners the vase, and pour the knowledge into their head
A study by Spratt in 1999 highlighted a significant disconnect between students' perceptions and teachers' awareness of their preferences, with only 50% alignment between the two Bridging this gap is crucial for enhancing learning outcomes, fostering a positive teaching and learning environment, and strengthening the relationship between teachers and students.
While similar studies have been conducted in various settings, there is a lack of research specifically focused on Vietnam, particularly in Nghe An This study aims to address this gap and achieve its objectives for the benefit of both teachers and learners.
The need to study students‟ learning styles and meet students‟ needs and demands
Understanding and meeting learners' needs is crucial for enhancing the effectiveness of language education, especially in English Identifying students' learning styles is essential for selecting the most appropriate teaching methodologies According to Dunn and Griggs (1988), learning style encompasses a unique set of biological and developmental traits, which can make the same teaching approach highly effective for some students while being ineffective for others.
Understanding students' learning styles is crucial for determining effective strategies to enhance their language learning skills According to Oxford (2003), a harmonious alignment between learning styles, strategies, and instructional methods fosters student confidence and reduces anxiety, leading to better performance Conversely, mismatches can disrupt teacher-student interactions, causing students to reject the teaching approach Therefore, teachers must not only prepare materials and lesson plans with suitable activities but also guide students in recognizing and utilizing a variety of learning strategies This awareness is essential, as many students may not realize the benefits of consciously applying second language learning strategies to make their learning process more efficient and effective.
Chapter 1 provides essential theoretical insights into learning styles, particularly in the context of second language (L2) acquisition It emphasizes the significance of recognizing students' learning styles and highlights the discrepancies between teachers' and students' perceptions of learning activities Additionally, it underscores the necessity of studying students' learning preferences to address their needs effectively The upcoming chapter will outline the methodology and procedures employed in this study.
This chapter outlines the fundamental settings for the study, detailing the participants involved, the instruments used for data collection, and the procedures followed during the data collection process.
The study was conducted at Do Luong 2 High School in Nghe An during the second term of the 2009-2010 school year This school, situated in a remote area of Do Luong District, has 86 teachers and 28 classes, serving over 1,300 students Among the faculty, there are nine English teachers, most of whom are young and dedicated to their teaching responsibilities The school encompasses grades 10, 11, and 12, with a total of 32 classes.
In 2010, students in a remote area are utilizing new English textbooks, yet they face challenges due to a lack of adequate teaching and learning materials during their primary and secondary education As a result, teachers at these schools exert greater effort than their counterparts in other upper secondary institutions within the province, striving to help their students effectively grasp essential knowledge across various subjects.
English is a mandatory subject for students, with many aiming to pass exams, while others genuinely enjoy learning the language for future use Understanding students' preferred learning styles and finding effective ways to enhance their English learning experience poses a challenge for teachers.
Participants
Many students in Do Luong district reside in remote areas, facing challenging living and learning conditions compared to their peers in the district center As a result, their entrance exam scores tend to be low, reflecting a medium level of knowledge and understanding.
Many students do not prioritize English before entering high school, often favoring natural subjects over social ones In each class, only a few students excel in English, while the majority have minimal knowledge of the language Although some students previously performed well in English, they tend to neglect it in high school due to various subjective and objective factors Their approach to learning English is often casual, with the primary goal being to pass examinations rather than to develop a deeper understanding of the language.
In order to get information to fulfill the aims of the study, two survey questionnaires are designed The questionnaire was administered to 286 students of grades
12 at the school Their ages vary from 17 to 19 There time of length of English learning is different: 90% started learning English at grade 6; only 10% started at grade 10
At Do Luong High School, seven out of nine English teachers participated in the study, as two were on maternal leave Their ages range from late twenties to forty-five, with teaching experience varying from four to over twenty years Among them, five hold a Bachelor's degree in English, one completed an in-service training course seven years ago after previously teaching Russian, and one has a Master's degree while another is pursuing one As rural educators, they face challenges such as limited opportunities for professional development and insufficient teaching resources Nevertheless, these dedicated and friendly teachers are committed to their profession, eager to enhance their English teaching skills, and always ready to support their students in overcoming learning challenges.
Data Instruments
Various data collection methods exist, including questionnaires, interviews, meetings, tests, and observations, each with unique advantages and disadvantages The researcher opted for a questionnaire due to its popularity and ease of preparation, making it suitable for a large sample size Additionally, the data gathered is straightforward to tabulate and analyze (Brown, 1995) Consequently, the survey questionnaire was utilized to assess students' learning styles and teachers' teaching styles, allowing both groups to reflect on their experiences in learning and teaching English, resulting in more detailed and accurate information.
The study utilized a questionnaire adapted from Nunan (1989) and Brindley (1984), comprising two sets: one for teachers and one for students, featuring both close-ended and open-ended questions The primary aim was to explore students' learning style preferences and gather teachers' perspectives on these preferences Respondents indicated their answers by circling "Yes" or "No," and were encouraged to provide additional responses in the space provided if their views differed from the options given.
The questionnaire responses revealed that participants expressed personalized insights regarding their preferred language learning styles, rather than simply selecting from a limited set of options (Cohen, 1998) This approach allowed respondents to convey their unique preferences, resulting in a more accurate representation of their actual learning styles.
Questionnaires which are administered to seven teachers and 286 students at the end of March and at the beginning of April
A questionnaire comprising fifteen questions, organized into twelve sections, was distributed to 286 students at Do Luong 2 High School at the start of class Students completed the survey during breaks, and the completed questionnaires were subsequently collected by class monitors for analysis.
The questionnaire administered to teachers aimed to identify their teaching styles in English classes and examine the discrepancies between students' learning styles and teachers' approaches Seven teachers completed the surveys during lesson breaks, and all collected questionnaires were utilized for analysis, providing valuable insights into the alignment of teaching and learning styles.
The researcher suggests that the insights gained can lead to effective recommendations aimed at alleviating challenges faced in teaching and learning English at Do Luong 2 High School.
Data collection procedure
- The questionnaires were given to pupils of the twelve grade groups at Do Luong 2 high school This was done at the end of March 2010
- The set of questionnaire for teachers was delivered at the beginning of April, 2010
- The written test set by the teachers was carried out at the end of May
The second chapter outlined the study's methodology and procedures, while the upcoming chapter will present the study's results in relation to the theories discussed.
Data Analysis 3.1 Students‟ interest in learning English
Preferences of learning items
The learning item I like is: Students Percentage Teachers Percentage to study grammar 69/286 24.12% 4 57.14% to learn many new words 73/286 25.52% 1 14.28% to practice the sounds and pronunciation
71/286 24.82% 0 0% to learn English words by seeing them 134/286 46.85% 3 42.86% to learn English words by hearing them
45/286 15.73% 2 28.57% to learn English words by doing something
Table 3: Teachers’ and students’ preferences in learning items
A recent survey revealed that a significant majority of students (86.01%) preferred kinesthetic learning through hands-on activities Additionally, 46.85% favored visual learning methods for studying English However, a notable portion of students expressed disinterest in grammar and auditory learning techniques, with only 15.73% to 24.12% enjoying these approaches Interestingly, teachers shared similar sentiments regarding these learning preferences.
Preferences of teaching methodologies
Question Students Percentage Teachers Percentage
B.Listening to and use cassettes, or CDs
Table 4: Teachers' and students' preferences of teaching methodologies
Teaching methodologies significantly influence how information is perceived and processed In Vietnam, most teachers predominantly utilize chalkboards for lesson presentation, emphasizing the importance of students copying from the board This practice is believed to aid in easy revision of the material Teachers often require students to transcribe information to ensure they have accurately noted the key points discussed in class.
The data reveals a significant discrepancy between students' and teachers' learning preferences While only 23.43% of students enjoy learning by copying from the board, 100% of teachers believe students prefer this method In contrast, a majority of students (67.13%) favor learning through games, a sentiment echoed by 71.43% of teachers Additionally, 62.24% of students are inclined towards visual learning methods, such as pictures, films, and videos, likely due to their appeal to both visual and auditory senses Conversely, traditional methods like listening to cassettes or taking notes are viewed as uninteresting by students, with only 10.84% to 11.89% expressing a preference for these activities Furthermore, conversations rank as the least favored method among students (7.34%), despite 57.14% of teachers assuming otherwise, possibly due to the interactive nature of such activities requiring more effort from students.
3.5 The frequency degree of teacher's using activities in class
Activity always often sometimes seldom
B using maps, wall-chairs, diagrams 0
Table 5: The frequency degree of teacher's using activities in class
Question 10 asks students how the frequency degree their teachers use these activities in class From the students‟ reply, we could see the fact that most of the teachers have not used a variety of activities in the classroom 247 out of 286 students assumed that their teachers seldom use maps, wall-chairs, diagrams in class Apart from this activities, teachers seldom use another important activities; such as using English songs/ music, watching videos or using power point presentation (from 210% to 229% respectively) The reason could be lack of modern facilities or maybe they have not enough time for using them because they have to teach due to the textbooks From the table, we can see that discussing/debating, role-play, using handouts/pictures/ games are activities that the teachers always used in class (from 42.31% to 22.03% respectively)
3.6 The importance of learning styles
Question Choices Percentage of the students
Percentage of the teachers The role of learning styles in target language learning
Table 6: Teachers’ and students’ opinions about the importance of learning styles
The findings indicate that Do Luong 2 pupils recognize the significance of English learning styles in language acquisition, with 48.37% viewing them as very important and 36.54% considering them important, while only 15.09% disagree This suggests a shared awareness among both students and teachers regarding the crucial role of learning and teaching styles in the educational process.
3.7.1 Teachers’ and students' opinions about their useful activities
Activities Students Percentage Teachers Percentage
C Doing exercises from the workbooks
Table 7: Teachers’ and students' opinions about useful activities
For this question, it shows the teachers' and students' opinions about the activities that help students learn best in class
Class activities are crucial for effective English teaching and learning, benefiting both teachers and students A recent chart reveals that students find playing games (27.27%) and completing workbook exercises (25.87%) to be the most effective learning activities, while watching videos is preferred by 15.03% Conversely, writing and listening activities, including stories and songs, are deemed less engaging In contrast, teachers unanimously agree that workbook exercises are the most beneficial for student learning, with 100% support Additionally, 57.14% of teachers rank discussions, debates, and presentations as the second most important activities, while 42.86% believe writing aids learning Notably, teachers also consider listening to English songs the least effective for student learning.
3.7.2 The activities students like using in English class
Activities that students most use when learning English
A often read materials, textbooks and see charts, pictures to get knowledge
B often listen to the lectures, tapes, disks to get information
C often take in activities, games, discussions to attain knowledge
Table 8: The activities students like using in English class
A survey revealed that 56.29% of students prefer engaging in activities, games, and discussions for learning English, as these methods help them acquire knowledge quickly Additionally, 83 out of 286 students favored reading materials, textbooks, and visual aids like charts and pictures, considering these the easiest ways to learn Conversely, only 14.68% of students showed interest in listening to lectures, tapes, or disks, indicating a general lack of enthusiasm for auditory learning methods.
3.7.3 Teachers’ and students' favorite activities in class
Question Students Percentage Teachers Percentage role play 221/286 77.27% 4/7 57.14% language games 91/286 31.81% 3/7 42.86% songs 37/286 12.94% 3/7 42.86% talking with and listening to other students
151/286 52.80% 5/7 71.43% memorizing conversation/dialogues 27/286 9.44% 2/7 28.57% getting information from guest speakers
Discussing, debating 167/286 58.39% 6/7 85.71% writing a learning diary 18/286 6.29% 1/7 14.28%
Table 9: Teachers’ and students' favorite activities in class
A significant majority of students (77.27%) expressed a preference for role-playing activities, which are widely embraced in English classrooms in Vietnam, particularly during the pre and post stages of lessons This engaging activity fosters creativity and imagination, and grade 12 students have excelled in it In contrast, only 57.14% of teachers believed their students enjoyed role-playing Additionally, 58.39% of students showed an interest in discussions and debates, while a notable 85.71% of teachers perceived their students to be more engaged in these activities compared to others.
A study revealed that while 52.80% of grade 12 students enjoyed discussing and listening to their peers, they recognized the value of interaction for enhancing their learning and building self-confidence Despite this, a significant gap existed between teachers and students, as 71.43% of teachers believed their students preferred engaging in discussions Additionally, students expressed a desire to face challenges while using the target language, indicating their eagerness for practical communication experiences However, activities like language games and guest speakers did not align with their preferences.
Table 10: Students and teachers' opinions in using teaching aids
A recent study revealed that technology significantly engages students, with computers and television/video/films capturing 51.75% and 40.21% of their interest, respectively In contrast, traditional teaching methods, including blackboards and pictures/posters, ranked lower in student preference Notably, students expressed a strong dislike for learning through radio/tapes/cassettes, despite their common use in listening and pronunciation lessons.
Teachers unanimously agreed that traditional teaching methods were the most favored, receiving 100% approval Following closely were the use of pictures and posters, along with PowerPoint presentations, both of which garnered an 85.71% agreement Additionally, teachers noted that using radio, tapes, or cassettes was the least engaging for students.
The results from the questionnaires indicate a consensus among both students and teachers regarding the use of learning and teaching aids.
A immediately, in front of everyone? 94 32.87% 4 57.14%
B later, at the end of the activity, in front of everyone?
Table 11: Students' and teachers' view on being corrected immediately or later
In this question, the students were asked how they would prefer to be corrected by their teachers immediately or later in front of everyone or in private
The results from Table 9 indicate that a majority of students (55.24% - 11.89%) preferred receiving error corrections at the end of the activity, either in front of their peers or privately, suggesting a tendency towards delayed correction This preference may stem from concerns that immediate correction could induce feelings of shyness and a lack of confidence Conversely, a smaller segment of students (32.87%) recognized the benefits of immediate correction.
A survey revealed that only 57.14% of teachers believed their students preferred immediate correction, while the remainder felt students favored corrections at the end of activities, either publicly or privately This indicates that over half of the teachers approach error correction with thoughtfulness and caution Nonetheless, error correction plays a crucial role in students' learning, necessitating careful consideration from educators Insights from Table 12 further illustrate students' perspectives on error correction.
Do you mind if the teachers tell you all your mistakes?
192 67.13% Do you mind if you tell them all their mistakes?
Do you mind if the teacher let you find your errors?
94 32.87% Do they mind if you let them find their errors?
Table 12: Students’ and teachers’ thought in correcting errors
Apparently, students recognized the importance of correcting errors This helps them in their learning especially they are in grade 12 now As revealed in the Table that
A significant 67.13% of students expressed hesitation about having their errors pointed out by teachers in a classroom environment, while 32.87% did not anticipate being encouraged to identify their own mistakes Additionally, 57.14% of teachers perceived that students disliked self-correction, yet they preferred that teachers address all their errors Consequently, it is essential for teachers to adopt a more thoughtful approach to error correction.
Question Students Percentage Teachers Percentage
B reading news papers in English?
F others( doing exercises in reference books)
Table 13: Students' and teachers' view on studying at home
The chart reveals that only 39.86% of students expressed a desire to complete their homework, with studying English books being the second most popular activity, likely due to their focus on upcoming examinations A small percentage engaged in alternative activities at home, such as working from reference books, using cassettes, and reading English newspapers, rather than preparing for lessons or reviewing daily work In contrast, 85.72% of teachers believed their students enjoyed doing homework, while 14.28% thought they liked studying English books; however, all teachers were unaware that their students generally disliked listening, watching, and reading in English at home This indicates a disconnect between teachers' perceptions and students' actual preferences regarding homework.
The importance of learning styles
Question Choices Percentage of the students
Percentage of the teachers The role of learning styles in target language learning
Table 6: Teachers’ and students’ opinions about the importance of learning styles
A study of Do Luong 2 pupils revealed their strong awareness of the significance of English learning styles in acquiring a target language Specifically, 48.37% of students regarded learning styles as a very important factor influencing their learning process, while 36.54% considered it important Only 15.09% of students disagreed with this perspective These findings indicate that both students and teachers recognize the critical role of learning and teaching styles in education.
3.7.1 Teachers’ and students' opinions about their useful activities
Activities Students Percentage Teachers Percentage
C Doing exercises from the workbooks
Table 7: Teachers’ and students' opinions about useful activities
For this question, it shows the teachers' and students' opinions about the activities that help students learn best in class
Class activities are crucial for effective English teaching and learning, benefiting both teachers and students According to a recent chart, students find that playing games (27.27%) and completing workbook exercises (25.87%) are the most beneficial activities for their English learning, while watching videos is favored by 15.03% Conversely, writing and listening activities, including listening to English songs, are deemed less engaging and useful by students In contrast, teachers unanimously agree that workbook exercises are the most effective, with 57.14% highlighting discussions, debates, and presentations as the next most important Additionally, 42.86% of teachers believe that writing is a valuable tool for student learning, while all teachers view listening to English songs as the least effective activity.
3.7.2 The activities students like using in English class
Activities that students most use when learning English
A often read materials, textbooks and see charts, pictures to get knowledge
B often listen to the lectures, tapes, disks to get information
C often take in activities, games, discussions to attain knowledge
Table 8: The activities students like using in English class
A survey of students revealed their preferred activities for learning English, with 56.29% favoring interactive methods such as games and discussions for quick knowledge acquisition Additionally, 83 out of 286 students expressed a preference for reading materials, textbooks, and visual aids like charts and pictures, considering these the easiest way to learn In contrast, only 14.68% of students showed interest in listening to lectures or audio materials, indicating a general lack of enthusiasm for auditory learning methods.
3.7.3 Teachers’ and students' favorite activities in class
Question Students Percentage Teachers Percentage role play 221/286 77.27% 4/7 57.14% language games 91/286 31.81% 3/7 42.86% songs 37/286 12.94% 3/7 42.86% talking with and listening to other students
151/286 52.80% 5/7 71.43% memorizing conversation/dialogues 27/286 9.44% 2/7 28.57% getting information from guest speakers
Discussing, debating 167/286 58.39% 6/7 85.71% writing a learning diary 18/286 6.29% 1/7 14.28%
Table 9: Teachers’ and students' favorite activities in class
A significant majority of students (77.27%) expressed a preference for role-playing, a widely embraced activity in Vietnamese English classrooms, particularly during the pre and post stages of lessons This engaging activity fosters creativity and imagination, with grade 12 students excelling in it In contrast, only 57.14% of teachers believed their students enjoyed role-play Additionally, 58.39% of students favored discussions and debates, while a substantial 85.71% of teachers perceived their students as more interested in these activities compared to others.
Discussion is believed to enhance knowledge exchange and boost self-confidence among students, particularly those in grade 12 However, only 52.80% of students expressed a preference for engaging in conversation and listening to peers Despite this, students recognize the value of interaction for their learning and desire opportunities to communicate in the target language, even when faced with challenges Interestingly, 71.43% of teachers felt that their students enjoyed talking and listening to one another, highlighting a significant gap between teachers' perceptions and students' actual preferences Additionally, activities such as language games and guest speaker sessions did not align with students' interests.
Table 10: Students and teachers' opinions in using teaching aids
A recent study revealed that students are most engaged by technology, with computers capturing 51.75% of their interest and television/video/films at 40.21% Traditional teaching methods, such as blackboards and posters, ranked lower in student preference Notably, students expressed a strong dislike for learning through radio, tapes, and cassettes, despite their common use in listening and pronunciation lessons.
Teachers unanimously agreed that traditional teaching methods were the most popular, receiving a 100% approval rate Additionally, the use of pictures and posters, along with PowerPoint presentations, garnered an 85.71% agreement However, teachers noted that teaching through radio, tapes, or cassettes was the least engaging for learners.
The findings from the questionnaires administered to both students and teachers indicate a consensus in their views on the effectiveness of learning and teaching aids.
A immediately, in front of everyone? 94 32.87% 4 57.14%
B later, at the end of the activity, in front of everyone?
Table 11: Students' and teachers' view on being corrected immediately or later
In this question, the students were asked how they would prefer to be corrected by their teachers immediately or later in front of everyone or in private
The findings from Table 9 indicate that a majority of students (55.24% - 11.89%) favored receiving error corrections after the activity, either in front of the group or privately This preference suggests a tendency towards delayed correction, possibly due to concerns that immediate feedback may induce shyness and diminish confidence Conversely, 32.87% of students recognized the benefits of immediate correction.
A study revealed that only 57.14% of teachers believed their students preferred immediate correction, while the majority felt students favored feedback at the end of an activity, either publicly or privately This indicates that more than half of the teachers adopt a thoughtful approach to error correction Nonetheless, timely error correction is crucial for effective learning, prompting teachers to exercise caution in their methods Table 12 illustrates student perspectives on error correction.
Do you mind if the teachers tell you all your mistakes?
192 67.13% Do you mind if you tell them all their mistakes?
Do you mind if the teacher let you find your errors?
94 32.87% Do they mind if you let them find their errors?
Table 12: Students’ and teachers’ thought in correcting errors
Apparently, students recognized the importance of correcting errors This helps them in their learning especially they are in grade 12 now As revealed in the Table that
A study revealed that 67.13% of students (192 out of 286) felt hesitant about having their errors pointed out by teachers in the classroom, while 32.87% did not anticipate being encouraged to identify their own mistakes Additionally, 57.14% of teachers believed that students disliked self-correction but preferred teachers to address all their errors Consequently, it is crucial for educators to adopt a more thoughtful approach to correcting student mistakes.
Question Students Percentage Teachers Percentage
B reading news papers in English?
F others( doing exercises in reference books)
Table 13: Students' and teachers' view on studying at home
The data reveals that only 39.86% of students expressed a desire to complete their homework, with studying English books being the second most preferred activity This preference is likely influenced by their focus on upcoming examinations A small fraction of students engaged in alternative activities at home, such as exercises in reference books, using cassettes, and reading English newspapers, rather than preparing for lessons or reviewing daily work In contrast, a significant majority of teachers (85.72%) believed their students enjoyed doing homework, while 14.28% thought they liked studying English books Notably, all teachers were unaware of their students' general disinterest in listening, watching, and reading in English at home, indicating a disconnect between student preferences and teacher perceptions.
Completing homework is crucial for grade 12 students as it enhances their knowledge and examination skills It serves to reinforce what they have learned and prepares them for upcoming lessons Teachers must carefully consider the amount and type of homework assigned While many students do not prefer reading newspapers or watching TV in English, others favor studying English books as their preferred learning method.
Question Students Percentage Teachers Percentage
A written tasks set by the teachers? 217/286 75.87% 6/7 85.71%
B seeing if you can use the language you have learnt in real-life situations?
Table 14: Students' and teachers' view on improvement
In each school term, students typically undergo at least five written tests, equating to one test per month, while spoken assessments occur only once or twice per term This indicates that student performance and progress are primarily evaluated through written tasks assigned by teachers Notably, 85.71% of teachers believe their students are eager to gauge their English improvement through these assessments As they are in grade 12, students feel the need to validate their learning, prompting them to seek feedback through written evaluations Consequently, 75.87% of students associate higher scores on these written tasks with greater English proficiency.
A significant majority of students (59.09%) preferred to evaluate their language proficiency through authentic communication rather than formal assessments They believed their improvement in the second language (L2) should be measured by their ability to effectively engage in real-life situations This preference stems from a fear of underperforming in tests, which they viewed as a threat to their competence Consequently, students expressed a greater willingness to self-assess based on their success in practical communication scenarios.
Teaching aids
Error correction
Table 10: Students and teachers' opinions in using teaching aids
A recent study revealed that technology significantly engages students, with computers and television/video/films capturing 51.75% and 40.21% of their interest, respectively In contrast, traditional teaching methods like blackboards and visual aids ranked lower in appeal Notably, students expressed a strong dislike for learning through radio, tapes, and cassettes, despite their common use in listening and pronunciation lessons.
Teachers unanimously agreed that traditional teaching methods were the most favored approach, receiving 100% support Additionally, the use of pictures or posters and PowerPoint presentations were both highly regarded, each garnering 85.71% approval Conversely, teachers noted that teaching through radio, tapes, or cassettes was the least engaging for learners.
The results from the questionnaires administered to both students and teachers indicate a consensus in their views regarding the use of learning and teaching aids.
A immediately, in front of everyone? 94 32.87% 4 57.14%
B later, at the end of the activity, in front of everyone?
Table 11: Students' and teachers' view on being corrected immediately or later
In this question, the students were asked how they would prefer to be corrected by their teachers immediately or later in front of everyone or in private
The results from Table 9 indicate that a majority of students (55.24% - 11.89%) preferred to have their errors corrected later, either in a group setting or privately, suggesting a tendency towards delayed correction This preference may stem from concerns that immediate correction could lead to feelings of shyness and decreased confidence However, a notable portion of students (32.87%) recognized the benefits of receiving immediate feedback for their learning.
Only 57.14% of teachers believed their students preferred immediate correction, while the majority thought students favored corrections at the end of an activity, either publicly or privately This indicates that over half of the teachers are considerate and cautious when addressing student errors Nevertheless, error correction remains crucial for effective learning, necessitating teachers to approach this issue with care Table 12 highlights students' perspectives on error correction.
Do you mind if the teachers tell you all your mistakes?
192 67.13% Do you mind if you tell them all their mistakes?
Do you mind if the teacher let you find your errors?
94 32.87% Do they mind if you let them find their errors?
Table 12: Students’ and teachers’ thought in correcting errors
Apparently, students recognized the importance of correcting errors This helps them in their learning especially they are in grade 12 now As revealed in the Table that
A significant 67.13% of students expressed hesitation about having their errors highlighted by teachers in a classroom environment, while 32.87% did not anticipate being encouraged to identify their own mistakes Additionally, 57.14% of teachers believed that students were averse to self-correction, yet students preferred that teachers address all their errors This indicates a need for teachers to adopt a more thoughtful approach when correcting students' mistakes.
Studying at home
Question Students Percentage Teachers Percentage
B reading news papers in English?
F others( doing exercises in reference books)
Table 13: Students' and teachers' view on studying at home
The chart reveals that only 39.86% of students expressed a desire to complete their homework, with studying English books being the second most preferred activity This preference may stem from their focus on upcoming examinations A small percentage engaged in alternative activities at home, such as exercises from reference books, listening to cassettes, and reading English newspapers, rather than preparing for lessons or reviewing previous material In contrast, 85.72% of teachers believed their students enjoyed doing homework, while 14.28% thought they liked studying English books; however, all teachers underestimated their students' disinterest in listening, watching, and reading in English at home This indicates a disconnect between teachers' perceptions and students' actual preferences regarding homework.
Homework is crucial for 12th-grade students as it enhances their knowledge and skills for examinations It serves to reinforce what they have learned and prepares them for future lessons Teachers must carefully consider the amount and type of homework they assign While many students do not prefer reading newspapers or watching TV in English, some find studying English books to be a more effective learning method.
Improvement
Question Students Percentage Teachers Percentage
A written tasks set by the teachers? 217/286 75.87% 6/7 85.71%
B seeing if you can use the language you have learnt in real-life situations?
Table 14: Students' and teachers' view on improvement
In each school term, students typically undergo at least five written tests, equating to one test per month, alongside one or two spoken assessments per term This indicates that students' performance and progress are primarily evaluated through written tasks assigned by teachers A significant 85.71% of teachers noted that their students were eager to gauge their English improvement through these tasks As grade 12 students, they feel the need to validate their learning, leading them to seek feedback from written assessments Consequently, 75.87% of students believe that achieving higher marks on these written tasks correlates with greater improvement in their English skills.
A significant 59.09% of students indicated a preference for self-evaluation based on their performance in authentic communications, rather than relying on formal assessments by teachers They felt that their improvement in a second language (L2) should be measured by their ability to effectively engage in real-life communication events This preference stems from a perception of tests as a threat to their competence, as many students feared underperforming Consequently, students were more inclined to assess their progress based on their success in practical situations.
Students at Do Luong 2 High School demonstrated significant improvement through both written assignments and real-life language application However, written tasks received greater emphasis, primarily because they are essential for passing examinations.
The table below showed the students' improvement after teachers‟ aware of the students‟ leaning styles (see Appendix 3) through the written test set by the teachers
From 3 to 5 From 5 to 7 From 8 to 9
Table 15: Students’ written tasks graded by the teachers
At Do Luong 2 High School, teachers recognized students' learning style preferences, leading to two teachers adapting their teaching methods for classes 12A1 and 12A10, which comprised 93 students In contrast, other teachers continued with traditional methods in classes 12A2, 12A3, 12A8, and 12A9, totaling 193 students Over nearly two months, significant results emerged from written tests, revealing that 70.97% of students in the adapted classes scored between 8 and 10 marks, compared to only 11.40% in the other classes This demonstrates a notable improvement in both students' learning outcomes and the effectiveness of teaching methodologies following the awareness of students' learning styles.
The second chapter has provided an analysis of data collected from questionnaires regarding students' English language learning style preferences at Do Luong 2 High School The upcoming chapter will draw conclusions from this analysis and propose techniques tailored to various learning styles Additionally, it will address limitations of the current study and offer suggestions for future research.
A recent survey conducted with teachers and students at Do Luong 2 High School revealed significant discrepancies between the learning styles of students and the teaching approaches employed by educators.
Students prefer collaborative learning environments, such as pair work, group activities, or whole-class interactions, over individual tasks in the classroom This preference suggests that they seek a learning context that reduces anxiety and minimizes perceived threats from teachers.
Students prefer to learn English vocabulary through visual aids and hands-on activities rather than through auditory methods, showing a lack of interest in grammar studies Conversely, many teachers mistakenly believe that their students enjoy learning grammar.
Students prefer learning English through visual aids such as pictures, films, videos, and games, which enhance their comprehension of words, sentences, and texts without the need for translation into their first language In contrast, they expressed a dislike for traditional methods like copying from the board, despite teachers assuming that students favored this approach.
From the teachers‟ thoughts, most of the teachers rarely used power point presentation and videos in teaching methodologies in English class Meanwhile, most of the students liked these methods
In the classroom, students showed a clear preference for engaging activities such as games, videos, and role-playing However, due to teachers' lack of awareness regarding their students' learning styles, they mistakenly believed that students favored different types of activities As a result, the teaching aids predominantly used were limited to the blackboard, written materials, and cassettes.
At home, they do not preferred reading newspapers and watching TV in English They liked to do homework, study English books and sometimes use cassettes
In short, from these findings above, the researcher found that most of the students at
Do Luong 2 high school are kinesthetic and visual learners and some are auditory learners.
Suggested teaching and leaning activities for different learning styles
on the research and work out the appropriate pedagogical techniques to help students of different learning styles can all learn effectively
2 Suggested teaching and learning activities for different learning styles
In classrooms, diverse learning styles present challenges for teachers, making it difficult to accommodate all students effectively Some educators advocate for class division based on these learning styles, a practice commonly seen in foreign high schools where students complete learning assessment questionnaires This approach allows teachers to group students with similar learning preferences, facilitating tailored instruction However, in Vietnam, this method is rarely implemented, leaving teachers to navigate the complexities of addressing various learning needs within a single classroom setting As a result, adapting to the unique learning styles of each student remains a significant challenge for educators.
As a teacher at Do Luong 2 High School, I have observed the challenges in teaching and learning English It is not easy for educators to engage students and foster a genuine interest in the language To bridge the gap between students' diverse learning styles and teachers' instructional methods, I propose a series of suggested activities aimed at enhancing English language acquisition.
Recognizing that the majority of students at Do Luong 2 High School are kinesthetic and visual learners, with a subset of auditory learners, the researcher aims to propose tailored teaching activities that cater to these diverse learning styles.
Effective lesson plan preparation is crucial for teachers, as it enables them to outline their instructional strategies and activities tailored to their students' diverse learning styles Crafting a lesson plan that accommodates every student's needs can be challenging, demanding both creativity and alignment with the curriculum Here are essential tips for teachers to consider when developing an effective lesson plan.
To effectively tailor lesson plans, teachers must first identify their students' learning styles By assessing these preferences, educators can gain valuable insights into how to adjust their teaching methods to better meet the needs of their students.
A well-structured lesson plan should incorporate a variety of materials and teaching aids, necessitating teachers' creativity and preparation tailored to students' learning styles Utilizing visual, audio, and audiovisual aids effectively supports educators in achieving their teaching objectives for each session.
Teachers should develop diverse exercises and activities to cater to the unique learning styles of each student By incorporating a variety of tasks—such as writing exercises like picture descriptions and storytelling, speaking activities including discussions and debates, reading comprehension tasks with clue-finding, and engaging listening exercises through music and games—educators can effectively enhance student engagement and learning outcomes.
Teachers should assess the effectiveness of activities for each group after every session, observing the understanding levels of different learning styles This evaluation will inform how well the activities cater to the main learning style group and others, enabling educators to tailor future lessons more effectively for visual learners.
Visual learners retain information more effectively when it is presented visually, so teachers should utilize visual aids, such as objects, pictures, drawings, and even classroom furniture, to enhance learning These aids not only boost the teacher's persuasiveness but also significantly improve students' retention and understanding, particularly for those who learn best through visual means.
The blackboard is an essential visual aid for visual learners, offering versatility for various classroom activities without the need for prior preparation It effectively presents new vocabulary, grammar structures, and spelling, while also serving as a model for handwriting Teachers utilize chalkboards to enhance clarity and maintain student focus during lessons.
Teachers can effectively utilize a head projector to present information and visuals, offering a versatile alternative to traditional boards Among the various presentation methods, PowerPoint stands out as the most widely used technique for conveying information.
Storytelling through pictures provides visual learners with an opportunity to leverage their strengths This engaging activity involves using interconnected images that relate to the lesson, allowing students to craft their own narratives The primary goal is to enhance the learning experience by tapping into the advantages of visual learning.
For visual learners, remembering words is crucial as it enhances their short-term memory through quick exposure This engaging classroom activity demands minimal preparation time from teachers and is easy to implement By concentrating on the words displayed on the board, students can effectively practice their vocabulary retention by rewriting them accurately within a limited timeframe.
Watching movies can be a valuable and engaging tool for learners, but teachers must carefully select films that match their students' proficiency levels For visual learners, it's essential to choose movies with vivid imagery and clear, comprehensive subtitles While students find movie watching enjoyable, it can pose challenges for teachers striving to meet educational objectives Therefore, teachers should implement structured activities before, during, and after the viewing to assess comprehension and reinforce the knowledge gained from the film.
Kinesthetic learners thrive on physical interaction and hands-on experiences, making it essential for teachers to incorporate visual aids and tangible objects in their lessons By allowing students to touch and engage with materials, such as introducing the Vietnamese traditional hat "Non la" during discussions, educators can significantly enhance student concentration and interest To effectively support these learners, teachers should prepare a diverse range of visual aids prior to each lesson, fostering a more engaging and interactive learning environment.
Limitations of the study
The study boasts strengths, including data collected directly from questionnaires completed by teachers and students However, it is limited by factors such as time constraints, resource availability, and the researcher's expertise Notably, the sample size is small, encompassing only select classes of grade 12 and 7 teachers, which may hinder the generalizability of the findings to the entire student population at the school.
The researcher primarily relied on a self-reported questionnaire for data collection, which may compromise the accuracy and reliability of the perceptions gathered To enhance the reliability of the results, it is essential to utilize a variety of data collection instruments.
The study focused exclusively on grade 12 students, who do not represent the entire student population of the school Their learning style preferences may differ from those of students in other grades, as their primary concern is successfully passing examinations This emphasis on exam success could influence their responses to the questionnaire.
Future research should carefully consider existing limitations to yield more effective and meaningful results related to the research topic.
To gain a comprehensive understanding of students' learning style preferences at Do Luong 2 High School, future research should employ a mixed-methods approach, utilizing both questionnaires and in-depth interviews for data collection Additionally, classroom observations are essential to evaluate the alignment between teachers' instructional methods and students' preferred learning styles Investigating the relationships among gender, motivation, and learning styles is crucial, particularly in exploring the correlation between students' learning style preferences and their academic achievements.
Further studies can offer valuable insights into students' language learning style preferences and teachers' awareness of these preferences, while also exploring their relationships with variables such as age, gender, ethnicity, and proficiency The findings from this research are expected to enhance English language learning and teaching in Vietnam.
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Appendix 1: Survey questionnaire for students
This questionnaire is to investigate students‟ language learning style preferences at
Do Luong 2 High School, located in Nghe An Province, greatly appreciates your assistance in completing the following items Your contributions will be invaluable and used solely for educational purposes Thank you for your support!
Please put a circle around your answer(s)
1 How many years have you been studying English?
2 Do you like learning English? Yes No
3 In class do you like learning English
A by yourself (alone)? YES NO
C in small groups? YES NO
D with the whole class? YES NO
A to study grammar? YES NO
B to learn many new words? YES NO
C to practice the sounds and pronunciation? YES NO
D to learn English words by seeing them? YES NO
E to learn English words by hearing them? YES NO
F to learn English words by doing something? YES NO
5 In English class, do you like to learn
B to listen to and use cassettes, or CDs.? YES NO
C to learn by games.? YES NO
D to learn by conversations ? YES NO
E to learn by pictures, films, and videos.? YES NO
F by copying from the board? YES NO
6 Please tick the frequency degree of your teacher's using activities in class
Activity always often sometimes seldom
B using maps, wall-chairs, diagrams C.using role-play
7 Could you please assess the role of learning slyles in your success in learning English?
A very important B important C not important
8 What activities help you learn English best in class? (only choose one) songs
playing games doing exercises from workbooks writing: stories, sentences, poems reading: stories, newspapers, articles discussions, debates, presentations watching videos
9 Which activities do you most often use when you are learning English?
A you often read materials, textbooks and see charts, pictures to get knowledge
B you often listen to the lectures, tapes, disks to get information
C you often take in activities, games, discussions to attain knowledge
10 Do you do the following in your class?
NO D talking with and listening to other students YES NO
E memorizing conversation/dialogues YES NO
F getting information from guest speakers YES NO
G getting information from planned visits YES NO
H writing a learning diary YES NO
I learning about culture YES NO
11 Do you like learning from
A television/video/films? YES NO
12 When speaking, do you want to be corrected
A immediately, in front of everyone? YES NO
B later, at the end of the activity, in front of everyone? YES NO
C Later, in private? YES NO
13 Do you mind if the teachers tell you all your mistakes? YES NO Do you mind if the teacher let you find your errors? YES NO
14 At home, do you like to learn English by
B reading newspapers in English? YES NO
C watching TV in English? YES NO
D using cassettes, CDs? YES NO
E studying English books? YES NO
15 How do you like to find out how much your English is improving?
A by written tasks set by the teacher?
B by seeing if you can use the language you have learnt in real-life situations?
Thank you very much for your co-operation!
Appendix 2: Survey questionnaire for teachers
This questionnaire is to investigate students‟ language learning style preferences at
Do Luong 2 High School in Nghe An Province appreciates your assistance in completing the following items Your input is invaluable and will be used exclusively for study purposes Thank you for your cooperation!
Please put a circle around your answer(s)
1 How many years have you been teaching English?
2 In class do they like learning English
A by yourself (alone)? YES NO
C in small groups? YES NO
D with the whole class? YES NO
A to study grammar? YES NO
B to learn many new words? YES NO
C to practice the sounds and pronunciation? YES NO
D to learn English words by seeing them? YES NO
E to learn English words by hearing them? YES NO
F to learn English words by doing something? YES NO
4 In English class, do they like to learn
B to listen to and use cassettes, or CDs.? YES NO
C to learn by games.? YES NO
D to learn by conversations ? YES NO
E to learn by pictures, films, and videos.? YES NO
F by copying from the board? YES NO
5 Could you please assess the role of learning styles in your students‟ success in learning English?
A very important B important C not important
6 What activities help they learn English best in class? (only choose one) songs
playing games doing exercises from workbooks writing: stories, sentences, poems reading: stories, newspapers, articles discussions, debates, presentations watching videos
7 Do they do the following in your class?
NO D talking with and listening to other students YES NO
E memorizing conversation/dialogues YES NO
F getting information from guest speakers YES NO
G getting information from planned visits YES NO
H writing a learning diary YES NO
I learning about culture YES NO
8 Do they like learning from
A television/video/films? YES NO
9 When speaking, do they want to be corrected
A immediately, in front of everyone? YES NO
B later, at the end of the activity, in front of everyone? YES NO
C Later, in private? YES NO
10 Do they mind if you tell them all their mistakes? YES NO Do they mind if you let them find their errors? YES NO
11 At home, do they like to learn English by
B reading newspapers in English? YES NO
C watching TV in English? YES NO
D using cassettes, CDs? YES NO
E studying English books? YES NO
12 How do they like to find out how much their English is improving?
A by written tasks set by you?
B by seeing if they can use the language you have learnt in real-life situations?
Thank you very much for your co-operation!
Appendix 3:Written test set by the teachers
Kiểm Tra Môn Tiếng Anh
( Th ờ i gian làm bài: 45 phút )
I Phonetics: Choose one word whose underlined part is pronounced differently Identify your answer by circling the corresponding letter A, B, C, or D
II Vocabulary and grammar: choose from the four options given (marked A,
B, C, B, C, or D) on best answer to complete the sentence by circling the corresponding letter A, B, C or D
6 His father stopped ……… 2 years ago
A smoke B smoked C smoking D to smoke
7 I felt asleep because the film was
8 Their sons like along the beach
9 If he doesn't do the exercises, he : get bad marks
10 Hamlet is a book was written by Shakespeare
11 If you……… in England , you would speak English better
A live B lives C had lived D lived
12 He in Pans for lo years, but now he is living in London
A has lived B lived C lives D had lived
13 is one of the most serious problems in Viet Nam
14 She is frightened going out in the dark
15 My brother is the tennis player in the club
A swimming B to swim C swim D swam
17 This picture is than the other two picture
A more expensive B the most expensive C expensive D most expensive
18 This is the house they used to live
A when B in which C who D where
A am studying B will have studied C am going to study D have studied
20 They are fed up with the same things everyday
A doing B having done C did D have done
21 This is the hotel we stayed last year
A that C which B in which D where
22 He has been writing this novel the last four months
23 He is reading the book with his great
24 I really enjoy playing tennis and
A go fishing B to go fishing C going fishing D to going fishing
25 Studying late at night me tired
A make B are making C makes D making
A watch B to watch C watched D watching
28 I'm afraid of alone in dark ,
A being left B left C leaving D to leave
29 She is proud of her
30 There are many ways to learn English vocabulary
III Reading: Read the following passage then answer questions Choose the correct answer by circling its corresponding letter A, B, C, or D
David wanted to find the perfect Christmas gift for his mother and saved $2 a week from his $5 allowance At the mall, he discovered a beautiful brooch shaped like his favorite animal, which cost $17 Excited, he purchased the brooch, wrapped it in festive paper, and placed it under the tree, eagerly anticipating his mother's reaction on Christmas morning However, when she opened the gift, she screamed in fright at the sight of a spider.
31 What's the main idea of the passage?
A Money at the bank B Bathe disadvantages of buying the present
C David's mother's present D David's present for his mother at Christmas
3 1 What did David want to buy for his mother ?
A a perfect gift B a beautiful brooch C a spider D a gold ring
32 What is TRUE about David?
A His father gave him $ 10 a week
B He placed the present on he table
C He wanted to buy a Christmas gin for his mother
D After five months, he took $20 out of his back account
33 The word ''it'' in line 5 refers to
C His mother's fright D a lovely animal
34 According to the author, his mother likes
B A long coat B jewelry C a small gift D a nice handbag
IV Writing: Choose from the alternatives given the best way to complete the sentence by circling the corresponding letter A, B, C, or §
35 She / bored / do / same thing / everyday
A She is bored with doing the same thing everyday
B She is bored at doing the same thing everyday
C She is bored of doing the same thing everyday
D She is bored doing the same thing everyday
36 The hotel / near / my house / nice
A The hotel what is near my house is nice ' B The hotel where is near my house is nice
C The hotel is near my house is nice D The hotel which is near my house is nice
37 English / spoken / many / countries / over the world
A It is English which is spoken in many countries over the world
B It is English is spoken in many countries over the world
C It is English spooking in many countries over the world
D It is English what is spoken in many countries over the world
38 She / fond / listen / pop music
A She is fond of listen to pop music B She is fond of to listen to pop music
C She is fond of listening to pop music D She is fond of listened to pop music
39 It / funny story / I've ever known
A It is the most funny story I've ever known B It is the funnier story I've ever known
C It is the funniest story I've ever known D It is funniest story I've ever known