a study on learning styles of efl learners in clt method the case of peoples police college ii

LAC HONG UNIVERSITY NGUYEN THI TRANG A STUDY ON LEARNING STYLES OF EFL LEARNERS IN CLT METHOD: THE CASE OF PEOPLE''''S POLICE COLLEGE IIMASTER GRADUATION PROJECT IN ENGLISH LANGUAGE DONG NA

LITERATURE REVIEW

Theoretical Background

The study of learning styles has a long history in educational psychology and language acquisition research A seminal work is Howard Gardner's 1983 book Frames of Mind, which introduced the theory of multiple intelligences Gardner challenged the traditional concept of intelligence as a single, fixed entity measured by IQ tests Instead, he proposed that individuals possess different autonomous intelligences He originally formulated seven intelligence types: linguistic, logical- mathematical, musical, spatial, bodily-kinesthetic, interpersonal and intrapersonal The theory asserts people have unique cognitive profiles with stronger aptitudes in some intelligences versus others (Gardner, 1983)

Gardner's ideas sparked interest in tailoring education to learners' intellectual strengths Students should experience material through multiple media and activities engaging various intelligences Teachers must also assess achievement in diverse ways While controversial, the multiple intelligences theory significantly influenced learning style research It implies instruction should develop students' weaker intelligences alongside playing to their strengths The model does not definitively match teaching techniques to intelligence types, but rather argues individuals learn better when they can utilize preferred processing abilities (Moran et al., 2006)

Another landmark contribution was Reid's (1984) perceptual learning style model Reid defined learning styles as the variations in how learners perceive, conceptualize, organize and recall new information She proposed major learning style categories of perceptual, cognitive, affective and physiological factors The perceptual learning styles emphasize sensory modalities-visual, auditory, kinesthetic, tactile and group/individual preferences Learners have tendencies toward certain modalities but can flex these depending on the task Reid (1995) noted the particular relevance of perceptual learning styles to language acquisition, as modalities influence how linguistic input is received and produced

Subsequent critiques argue that while individuals exhibit preferences, rigidly teaching to specific learning styles lacks evidence Categorizations may also overlook complex interactions between nature, nurture and contexts in how people learn Nonetheless, Reid's model remains influential in highlighting how linguistic, auditory, visual, tactile and other modality preferences shape language learning The key implication is language instruction should incorporate multisensory techniques and understanding of differences, without pigeonholing learners into styles (Newton, 2015)

Cognitive theories by Gardner and Reid laid the foundation for recognizing the diverse learning abilities and preferences of students, prompting research on tailored instruction based on learning styles However, subsequent studies revealed limitations in rigidly adhering to matching teaching methods to specific learning styles Current best practices advocate for a multifaceted approach, where teachers use a variety of methods and observe how individual learners respond to each.

Learning Style

Learning styles refer to the different ways individuals characteristically perceive, process, store and retrieve information in the process of learning (James & Gardner, 1995) There are diverse theories and models categorizing learning styles based on dimensions like information processing, personality, and cognitive approach Four key theories are:

According to Gardner's Multiple Intelligences Theory, individuals have unique cognitive profiles and possess specific aptitudes in various domains such as linguistics, logical thinking, musical ability, spatial reasoning, bodily-kinesthetic skills, interpersonal relationships, and self-awareness These autonomous intelligences shape individuals' learning preferences and educational approaches should be tailored to accommodate their preferred learning styles.

Kolb's (1984): Kolb's (1984) model categorizes learning styles into diverging, assimilating, converging and accommodating based on abstractness/concreteness and active experimentation/reflective observation preferences Learners best absorb information aligned with their style

Reid's (1984): Perceptual learning style model highlights sensory modality preferences - visual, auditory, kinesthetic, tactile, group and individual Learners have tendencies toward certain modalities but can flex these depending on the task

Dunn and Dunn's model examines environmental, emotional, sociological and physical preferences influencing how students learn Key dimensions include sound, light, temperature and classroom

Among four these definitions, this project focuses on Gardner's and Reid's models because they directly relate to teaching communication skills like speaking, listening and linguistic intelligence The multiple intelligences theory implies developing weaker aptitudes through exposures utilizing various intelligences Reid's modalities are particularly applicable to language input and output Dunn's environmental dimensions and Kolb's information processing styles are less targeted to language education However, the key is not rigidly teaching to styles, but flexibly using multimodal methods while observing student responses

In summary, learning styles refer to cognitive, personality-based, information processing and perceptual differences in how individuals learn Gardner's multiple intelligences and Reid's modalities directly connect to developing students' communication capabilities However, narrowly teaching to purported styles has limitations The optimal practice utilizes multifaceted instruction based on learner needs and engagement This project utilizes Gardner's and Reid's theories for their specific relevance to enhancing English communication skills, while avoiding a rigid view mandating instructional methods The goal is flexible teaching attentive to students' emerging developmental needs

Reid's learning styles theory proposes that individuals differ in how they perceive and process information most effectively based on preferences for certain sensory modalities and learning environments (Pashler et al., 2009) Reid conceptualized six learning styles: visual, auditory, tactile, kinesthetic, group-based, and individual (Reid, 1984) The visual learning style relies on graphical and symbolic representations The auditory style processes verbal information best heard aloud The tactile style involves hands-on manipulation of physical materials The kinesthetic style requires whole-body, experiential engagement The group style thrives on peer collaboration, while the individual style works better solitary

Additionally, Reid introduced a quantitative basis for determining one's strengths across styles using score means - major (Mean ≥13.5), minor (Mean 11.5-13.49), or negative (Mean ≤11.49) Tailoring instructional techniques to align with a student's major style facilitates optimal retention, comprehension, and skill-building

Several key features characterize Reid's learning styles theory Firstly, it adopts a multifaceted perspective acknowledging diverse learner differences beyond just cognition Secondly, it focuses both on intake and processing of information via sensory modalities tailored to learners' perceptual strengths Thirdly, the theory considers social dimensions via group versus individual preferences influencing achievement Fourthly, by classifying learning styles along a quantitative spectrum of positive to negative endorsement, Reid accounts for intraindividual variability Fifthly, the styles provide guidance for intentionally designing learner-centric activities that align teaching techniques with the ways students optimally retain and apply knowledge Finally, Reid links application of learning styles to innovative pedagogies like communication-oriented teaching that motivate participation, develop competencies, and unlock creativity

Base on Reid's theory, the hypothesis could be may as follows:

Hypothesis 1: Matching pedagogical methods to students' major learning styles will increase academic achievement, engagement, and development of language capabilities compared to traditional mismatching approaches

Hypothesis 2: Integrating mixed modalities and learning environments matched to students' major and minor learning styles will increase multifaceted engagement, achievement, and higher-order abilities compared to traditional one-size-fits-all instruction

Gardner's theory of multiple intelligences proposes that intelligence manifests in diverse capacities beyond what is traditionally measured by IQ or standardized tests Rather than a single, unitary construct, he conceptualized eight relatively autonomous intelligences residing in the human brain: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist (Gardner, 2011) Linguistic intelligence involves the ability to effectively manipulate syntax, phonetics, semantics and pragmatics of language Logical-mathematical intelligence enables capabilities in problem-solving, quantification, reasoning, and critical thinking Spatial intelligence underlies visual perception, orientation, visualization, and manipulation of patterns and spaces Bodily-kinesthetic intelligence empowers dexterous body movements, physical coordination, and motor skill expression Musical intelligence confers sensitivity to pitch, melody, rhythm, timbre and musical interpretation Interpersonal intelligence allows understanding social cues, group behaviors, and communication norms to interact fluidly Intrapersonal intelligence permits metacognition of one's psychological landscape including emotions, motivations, and self-discipline Finally, naturalist intelligence facilitates observation and classification of flora, fauna and natural phenomena in the outside world

Gardner's multiple intelligences theory defines intelligence as multifaceted, emphasizing its modularity, biological origins, and dynamic nature It acknowledges diverse cognitive abilities beyond IQ, recognizing that these intelligences can be shaped through experience and education By contextualizing intelligence as multiple, Gardner advocates for learner-centric approaches that leverage individual strengths This theory informs instructional design, emphasizing the integration of various knowledge modes and challenging traditional one-size-fits-all educational models.

Armstrong (1999) summarized the eight types of intelligence as follows:

Table 1.1 Eight types of Human Intelligence

Eight types of human intelligence

1 Mathematical wisdom Gifted for logical thinking

3 Intelligence about movement Aptitude for physical activity

5 Musical wisdom Aptitude for hearing

6 Inner wisdom Gifted for the ego

7 Communication wisdom Aptitude for integration interaction

8 Wisdom about nature Natural talent

Base on Gardner's Theory, the hypothesis could be may as follows:

Hypothesis 1: Tailoring pedagogical methods and learning activities to students' areas of strengths among the eight intelligences will improve their academic performance, engagement, and development of well-rounded competencies

Hypothesis 2: Fostering student's areas of strengths among the eight intelligences by creating personalized, multilayered learning programs tailored to their intellectual aptitude profiles will help unlock their talents, creativity, self-esteem, and life achievement.

Communicative Language Teaching (CLT)

1.3.1 Concepts of Communicative Language Teaching

Littlewood (1981) emphasizes developing learners’ ability for meaningful and appropriate communication in diverse social contexts rather than just focusing on language forms

CLT as an approach that focuses on developing learners' ability to communicate meaningfully and appropriately in different social contexts rather than mastering language forms in isolation (Littlewood, 1981)

Richards (2006) describes characteristics of CLT classrooms including use of authentic materials, communicative activities, group work and teacher roles as facilitators

CLT classrooms as characterized by the use of authentic texts and communication activities, use of group activities, and roles of teachers as facilitators and monitors (Richards, 2006)

Brown (2007) highlights teaching communicative competence including discourse, strategic, sociolinguistic and linguistic competencies to enable effective communication

CLT aims to teach communicative competence including discourse, strategic, sociolinguistic and linguistic competencies to carry out effective communication (Brown, 2007)

Larsen-Freeman (2011) dentifies vital principles of CLT: facilitating interaction and fluency development opportunities, providing meaningful language use situations, and linking classroom activities to real-world contexts

Key principles of CLT including facilitating interaction and communication to develop fluency, providing opportunities for meaningful language use, and connecting classroom activities to real-world contexts (Larsen-Freeman, 2011)

The key reasons for only adopting these two CLT theories are their provision of deeper, more detailed perspectives on features of interactive lessons and pragmatic learner abilities Other definitions lack such contextual specificity relevant to the scope of this situational research Using complementary CLT conceptualizations allows for a more comprehensive analytical lens to address the study’s aims Hence, integrating frameworks from both Richards (2006) and Brown (2007) will optimally inform this investigation of applying CLT for teaching English at People’s Police College II

Communicative language teaching (CLT) emphasizes communication and interaction in the target language In CLT, the teacher facilitates learning rather than acting as the sole authority or source of knowledge As a facilitator, the teacher organizes activities, guides students, gives feedback, and corrects errors while allowing students to discover knowledge through active engagement Specifically, Breen and Candlin (1980) identify two key teacher roles in CLT: facilitator of the communicative process and co-learner with students

Meanwhile, students take an active role in CLT classrooms CLT highlights learner-centeredness, requiring students to contribute to and take responsibility for their learning Students interact, negotiate meaning, and share knowledge with each other and the teacher As Nunan and Lamb (1996) note, CLT students are interactors and meaning negotiators They engage with the language and each other to develop their communicative competence Rather than passively receiving knowledge, CLT students actively participate and collaborate in the learning process In summary, CLT emphasizes the teacher as a facilitator and resource and the student as an active contributor and collaborator in the journey to communicative competence

Here is a table summarizing the teacher's and student's roles in CLT:

Table 1.2 Teacher's and Student's Roles

Role Teacher’s roles Students’ roles

Main roles Facilitator of learning and communication

Organize activities, guide students, give feedback, correct errors

Interact, negotiate meaning, share knowledge

Knowledge source A resource, not the sole source

Discover through engagement and interaction

Learning approach Learner-centered Take responsibility for own learning

Relationship Co-learner with students Meaning negotiator with teacher and peers

A great deal of effort has been made to provide an insight into the definition of communicative language teaching According to Harmer (2001), “activities in CLT often involve students in real or real communication, where the successful achievement of the communication tasks they are performing is at least as important as accuracy in their use of language”

In his introduction to classroom activities in CLT, Richards (2005) points out that CLT classroom activities fall into two categories – “fluency-focused activities” and

“fluency-focused activities” focus on accuracy” Specifically, fluency-focused activities reflect natural use of language, focus on achieving communicative abilities, require meaningful use of language, and produce meaningful language can be unpredictable In contrast, activities that focus on accuracy reflect classroom language use, focus on forming accurate examples of language, practice language out of context, or control choice language

CLT aims to enhance language fluency, which refers to effortless language usage during meaningful interactions Despite potential limitations, fluency enables continuous and understandable communication To cultivate fluency, classrooms should incorporate activities that foster meaning negotiation, communication strategies, and the correction of misunderstandings to prevent communication failures.

Fluency practice can be contrasted with accuracy practice, which focuses on creating correct examples of language use Differences between activities that focus on fluency and those that focus on accuracy can be summarized as follows:

• Reflect natural use of language

• Require meaningful use of language

• Require the use of communication strategies

• Produce language that may not be predictable

• Seek to link language use to context

• Reflect classroom use of language

• Focus on the formation of correct examples of language

• Practice language out of context

• Practice small samples of language

• Do not require meaningful communication

Previous Studies

The study conducted by Rivera Lorenzo (2016) explored learning style preferences among Hispanic students learning English, considering factors such as age, gender, and learning experience Auditory, kinesthetic, personal, and tactile styles were identified as the primary preferences, with females exhibiting a preference for tactile learning While students favored individual learning, those with more English learning experience gravitated towards auditory and kinesthetic styles The study's strength lies in its robust analytical approach, utilizing descriptive statistics, ANOVA, and Pearson correlation.

The second study by Muniandy and Shuib (2016) sought to identify the preferred cognitive learning styles (PLS) and language learning strategies (LLS) of English for Specific Purposes (ESP) learners in different academic majors Data collected from

50 participants showed most learners were auditory and kinesthetic A significant correlation existed between auditory styles and social strategies Matching PLS and LLS with academic major was observed This will help develop suitable lesson plans

Finally, the study by Wintergerst et al (2003) tested a new learning style tool on three language learner groups – Russian EFL, Russian ESL, and Asian ESL It found all three groups learned via Project Orientation, Group Activity Orientation and Individual Activity Orientation However, group and project work were clearly preferred over individual work, especially for Russian EFL and Asian ESL learners This suggests the tool shows promise in identifying ESL/EFL learning styles with implications for teaching

In summary, the studies investigated learning style preferences using surveys and correlation analysis Key findings indicate auditory, kinesthetic and group styles are favored by many language learners, with preferences shaped by factors like gender, experience and academic major The research has limitations but provides insights to guide development of tailored teaching strategies

Luu Hon Vu's (2021) study explored the learning styles of English majors in China for their second foreign language, Chinese Using Reid's (1984) theory and a questionnaire survey with 205 participants, the research determined that auditory was the most preferred learning style across all categories Statistical analysis indicated that gender, study length, and region had no significant impact on learning styles Additionally, students with kinesthetic learning tendencies showed higher academic performance.

In summary, this study by Luu Hon Vu (2021) provided insightful analysis of second language learning styles among English majors in Vietnam using established learning style theory and sound analytical approaches The learning style questionnaire can be refined further by structuring it around Reid's learning style classifications to make it more comprehensible for participants

The study by Sener and ầokỗaliskan (2018) investigated the relationship between learning styles, multiple intelligences, and second language acquisition Using a sample of 88 students in grades 5-8, it found most preferred tactile and auditory learning styles, while those with naturalist, visual and bodily-kinesthetic intelligences scored highest This indicates a positive correlation between intelligence types and learning styles The strengths of this study include utilizing established questionnaires by Freid (1995) and Armstrong (2009) to assess learning styles and multiple intelligences, respectively, along with robust analytical techniques like descriptive statistics, Cronbach's alpha and Pearson correlation However, it did not identify suitable teaching methods aligned with the students' profiles The current study will address this gap by proposing foreign language teaching approaches tailored to the identified learning styles

The research by Derakhshan and Faribi (2015) examined the impact of multiple intelligences (MI) on English as a foreign language (EFL) learning and the connection between MI and teaching EFL It concluded no single writing teaching method suits all learners, since writing engages different intelligences unevenly, and learners possess varying degrees of each intelligence In foreign language classes, motivating learners via activities tapping their dominant intelligences is beneficial Applying MI theory pragmatically in classrooms can enhance study skills across all subjects Teachers play a key role in identifying students' MI strengths and nurturing success accordingly This study meaningfully synthesized prior literature on the role of MI in language teaching However, it did not provide empirical evidence to support its arguments The current study will address this limitation through quantitative analysis of learning styles and multiple intelligences using index scores

In summary, these two studies explored the intersection of learning styles, multiple intelligences and second language acquisition using surveys and correlation analysis Key findings show tactile, auditory, naturalist and visual modalities are dominant among language learners The research provides a foundation to develop tailored teaching strategies, which the present study will extend through empirical investigation

Multiple intelligences theory has significant implications for education, particularly in adult learning Learners thrive in environments that engage their diverse intelligences, promoting initiative, freedom, and intellectual stimulation Leveraging life experiences and knowledge allows adults to showcase their abilities, overcome barriers, and uncover hidden aptitudes To effectively implement this theory, teachers must understand it thoroughly and tailor activities to learners' dominant intelligences Bui Thanh Xuan and Duong Thi Oanh's (2019) study proposed teaching methods based on this theory but lacked empirical evidence This study aims to bridge this gap through quantitative measurements to validate the theory's efficacy in adult learning.

The study by Phan Thi Ngoc Nhanh (2018) showed individuals possess innate strengths Group 1 works well independently, follows rules, is organized but inflexible Group 2 thrives in teams, is creative but undisciplined Thus, successful group learning requires diversity of intelligences In independent work, Group 2 should carefully record ideas and do "closed" exams, while Group 1 should outline actions, follow timelines and do "open" exams This study included an experiment on task completion between learner groups of differing intellectual orientations However, it relied on observational rather than quantitative data The present study will build on this approach while also conducting statistical analysis of assessment scores to draw scientifically-grounded conclusions

In summary, these Vietnamese studies underscore the value of multiple intelligences theory in education, especially for adult learners, and provide initial perspectives on aligning teaching to students' intellectual profiles Moving forward, concrete empirical evidence can augment these theoretical foundations and preliminary qualitative insights.

Conceptual Frameworks

When conducting research on the relationship of applying learning styles in CLT with student learning outcomes, the data of this project were analyzed based on Howard Gardner’s (1983) and Joy Reid’s (1984) theories (the following Proposed Research Model)

Visual Auditory Tactile Kinesthetic Group Individual

- Proposes that individuals have preferences for certain sensory modalities and environments when perceiving and processing information

- Categorizes 6 learning styles: visual, auditory, tactile, kinesthetic, group-based, and individual

- Quantitatively scores styles as major, minor or negative based on self-reported preferences

- Suggests matching instructional techniques to students' major styles improves learning outcomes

- Multimodal activities incorporating minor styles also beneficial

- Posits intelligence manifests in 8 autonomous capacities: linguistic, logical- mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal and naturalist

- Emphasizes cognitive modules versus singular construct measured by IQ tests

- Highlights biological origins shaped by experience; open to growth and cultivation

- Facilitates personalized, learner-centric instruction tailored to intellectual strengths

- Multilayered curricula and assessments integrating diverse modes of knowledge representation

- Challenges traditional one-size-fits-all education models

- Emphasizes developing communicative competence rather than just focusing on grammar and vocabulary

- Classroom activities highlight authentic, interactive communication and language use in context

- Teacher's role is a facilitator who provides opportunities for students to interact, discover, and use the language

- Students take an active role interacting, exchanging meaning, and communicating

- CLT emphasizes learner-centeredness, encouraging students to take initiative in learning

- The ultimate goal is developing ability to flexibly use language for communication in real-life situations.

Summary

This chapter has reviewed theoretical foundations and prior research underpinning the study Howard Gardner's multiple intelligences theory and Joy Reid's perceptual learning styles model provided seminal conceptualizations of learning differences and implications for tailored instruction However, later critiques argued for balanced multimodal approaches rather than rigid style-matching Regarding CLT, key principles are developing communicative competence through learner-centered methods Research shows CLT boosts communication skills but faces implementation barriers Prior studies analyzed learning styles and CLT separately, revealing favored modalities and localized adaptations needed Significant gaps persist in integrating learning styles and CLT despite their shared learner-centered emphasis This study's conceptual framework integrates Reid's sensory learning styles and Gardner's multiple intelligences with CLT method Quantitative analysis will identify Vietnamese EFL students' dominant styles and examine alignments with CLT instruction and outcomes The goal is informing adaptations for optimal learner- appropriate education In conclusion, this review has established the theoretical basis and identified research needs for investigating the nexus of learning styles, multiple intelligences and CLT in the Vietnamese context.

METHODOLOGY

Methodological Approaches

Qualitative research method is used and information analysis by expert method to conduct preliminary research to build a survey questionnaire The author built the questionnaire based on the documents on learning styles referenced from previous studies and discussed directly with teachers who are teaching English at colleges and students The purpose is to complete the questions that are inappropriate or confusing for the respondents Specifically:

The author will collect opinions from English teachers and a representative sample of students using a questionnaire The qualitative research will assess word clarity, argument accuracy, and gather new ideas The feedback will be synthesized to adjust the scale and variables, forming the final survey questionnaire After collecting responses, the author will finalize the questionnaire and conduct trial interviews with

20 students at the People's Police College to check sentence clarity and make any necessary adjustments before the large-scale quantitative survey

When the official questionnaire is available, the author will collect primary data

In this project, the author utilized quantitative analysis to analyze the results of the questionnaire in order to identify the dominant learning styles among students at the People's Police College II

Qualitative analysis is used when the researcher wants to analyze data that is subjective and not numerical

In the current study, the author based on the theories of Reid (1984) and Gardner (1983), the study conducts an empirical investigation of the learning styles of students at People's Police College II to confirm the research results.

Research Design

The study surveyed 300 students and 07 teachers who are teaching English in 13 classes of K03S course, including 06 classes of the Police Officers of Administrative

Management on Social Order (QLHC1, QLHC2, QLHC3, QLHC4, QLHC5, QLHC6) and 07 classes of Police Reconnaissance (TSCS1, TSCS2, TSCS3, TSCS4, TSCS5, TSCS6, TSCS7)

The research was conducted on 307 participants, including 7 teachers and 300 students studying English using the Communicative Language Teaching (CLT) method at People's Police College II during the 2022-2023 academic year The participants were divided into 13 classes: 6 classes of Police Officers of Administrative Management on Social Order and 7 classes of Police Reconnaissance.

The selected sample size is 300 students studying English in 13 classes of K03S course, including 06 classes of Police Officers of Administrative Management on Social Order (QLHC1, QLHC2, QLHC3, QLHC4, QLHC5, QLHC6) and 07 classes of Police Reconnaissance (TSCS1, TSCS2, TSCS3, TSCS4, TSCS5, TSCS6, TSCS7) The sample distribution ratio is as follows:

Table 2.1 Sampling rate of Students

Order Class Number of students Number of interviews Sample rate

"Seven English teachers are instructing seven classes of the K03S course, encompassing four Police Officers of Administrative Management on Social Order (QLHC1-5) and three Police Reconnaissance (TSCS1-4)."

Table 2.2 Sampling rate of Teachers

Teaching class Number of teachers interviewed

The author will distribute survey questionnaires to 300 students as allocated in table 2.1 Before the survey, the author will introduce the content about Learning style and Theory of Multiple Intelligences so that respondents can choose the correct answer The number of votes will be collected by the author when students complete the survey Survey time: will be based on the class's English class schedule, the author will choose a break time or near the end of the class to meet with students and teachers to conduct interviews

Survey location: in the classroom

To avoid the risk of not having enough observations, a number of survey forms will be distributed to all students in the class, but when performing statistics, only the number of samples that meet the requirements will be selected according to the required number of elements as shown in table 2.1

After collecting and eliminating unsatisfactory ballots, data entry and processing is carried out Then, the data were processed using SPSS 23 software.

Research Tools

The questionnaire is designed in the form of closed and open questions for interview subjects who are students and teachers

The questionnaire for students includes 5 contents:

Table 2.3 The questionnaire for Students

1 Demographic factors 03 Collect demographic information of students

Find out the learning style that accounts for the highest percentage

3 Identify preferred learning style 06 Find out the learning style most preferred by students

Find out the type of intelligence that accounts for the highest percentage

Compare the effectiveness of learning English before and after applying the CLT method

The questionnaire is systematically and scientifically designed to achieve clear research objectives Each section serves a specific purpose to collect relevant data for analysis and interpretation The combination of closed and open-ended questions allows gathering both quantitative and qualitative data

The questionnaire for teachers includes 5 contents:

Table 2.4 The questionnaire for Teachers

1 Demographic factors 02 Collect demographic information of students

2 Identify learning style 18 Find out the learning style that accounts for the highest percentage

3 Identify preferred learning style 06 Find out the learning style most preferred by students

4 Identify type of intelligence 24 Find out the type of intelligence that accounts for the highest percentage

Compare the effectiveness of learning English before and after applying the CLT method

The questionnaire systematically collects quantitative data through closed-ended questions and qualitative insights through open-ended questions Each section serves a clear purpose to gather relevant information from teachers to address the research objectives The mixed-methods approach allows for analyzing statistical findings and subjective perspectives Overall, the questionnaire is scientifically designed to comprehensively examine teaching and learning styles among teachers

2.3.2 Interviews § Students are studying English in 13 classes of K03S course, including 06 classes of Police Officers of Administrative Management on Social Order (QLHC1, QLHC2, QLHC3, QLHC4, QLHC5, QLHC6) and 07 classes of Police Reconnaissance (TSCS1, TSCS2, TSCS3, TSCS4, TSCS5, TSCS6, TSCS7) To avoid the risk of not having enough observations, a number of survey forms will be distributed to all students in the class, but when performing statistics, only the number of samples that meet the requirements will be selected according to the required number of elements as shown in table 2.1 § 07 English teachers who are teaching English in 07 classes of K03S course, including 04 classes of Police Officers of Administrative Management on Social Order (QLHC1, QLHC2, QLHC3, QLHC5) and 03 classes of Police Reconnaissance (TSCS1, TSCS3, TSCS4) as shown in table 2.2.

Data Analysis

Analyze the data through the following steps:

+ For objective 1: Descriptive statistical analysis is used to describe the research samples + For objective 2: Using descriptive statistical analysis, the aim was to examine differences in students' learning styles

+ For objective 3: Use the general inference method § Data Description:

Table 2.5 Data description for Students

Questionaires Norminal scale Interval scale Ratio scale

Use frequency statistics to compile demographic characteristics of respondents

Using descriptive statistics to analyze learning styles Part III

Use frequency statistics to estimate students' preferred learning styles

Use frequency statistics to determine students' intelligence type

Calculate the % difference in students' scores before and after learning English using the CLT method This expanded five-part study leverages different scale types to match the research goals Part I compiles demographics with nominal data and frequency statistics Part II analyzes learning styles through descriptive interval data Part III continues with nominal data frequency statistics to estimate preferred learning styles However, Part IV now shifts to use interval level frequency statistics to categorize intelligence types While less powerful than parametric tests, frequency statistics can provide useful categorical insights Finally, Part V calculates percent score differences pre-post using ratio data for robust statistical analysis Overall, the researcher thoughtfully selects scale types, whether nominal, interval, or ratio, to align with the question, analysis needs, and power for each distinct study component

Table 2.6 Data Description for Teachers

Questionaires Norminal scale Interval scale Ratio scale

Use frequency statistics to compile demographic characteristics of respondents

Using descriptive statistics to analyze learning styles

Use frequency statistics to estimate students' preferred learning styles

Calculate the percent difference in students' scores before and after learning English using the CLT method

The table outlines four parts of a research study using questionnaires with different types of scale measurements Part I will use nominal level data to summarize demographic information Part II employs interval level data for descriptive statistics on learning styles Part III continues with nominal data to estimate preferred learning styles through frequency statistics Finally, Part IV moves to ratio level data to calculate percent difference in test scores, allowing use of powerful parametric tests Overall, the researcher strategically selects scale types to match the question type and needed analysis for robust results Different scales provide flexibility to statistically summarize, describe, estimate frequencies, and detect pre-post changes.

Summary

This mixed-methods study employed a triangulated approach, combining quantitative and qualitative data collection techniques to explore learning styles and Communicative Language Teaching (CLT) Quantitative data from 300 students and seven teachers was collected via closed and open-ended questionnaires aligned with learning style theories Interviews supplemented this data, providing qualitative insights Descriptive and frequency statistics analyzed the quantitative data, while qualitative data analysis added depth and context The study leveraged nominal, interval, and ratio scales to match research goals, ensuring a scientifically rigorous methodology The findings, presented in Chapter 3, will inform evidence-based recommendations tailored to the specific learning needs of People's Police College II, enhancing English education by addressing the diverse learning styles of its students.

FINDINGS AND DISCUSSIONS

Student Survey Results

3.1.1 Overview of the Research Sample

In the present study, gender was not considered as a differentiating demographic factor in analyzing learning styles Given the predominance of male students in the police major, investigating gender-based learning style differences was deemed unnecessary.

Table 3.1 Genders in the Survey

Frequency Percent Valid Percent Cumulative Percent

Table 3.1 presents the gender distribution of survey respondents at the People’s Police College II It shows that out of 300 total respondents, 295 (98.3%) were male, while only

5 (1.7%) were female The highly skewed gender ratio reflects the predominance of males

Table 3.2 shows the age distribution of the survey respondents The majority (80%) were aged 18-22 years old A smaller portion (14.3%) were 23-30 years old The remaining respondents (5.7%) were under 18 years old Due to the specific characteristics of the industry, the enrollees may be demobilized soldiers, so in terms of age, there may be quite old students (the 23-30 years old group is quite high in the research sample) The data in table 3.2 provides a reasonable age spread to study whether age impacts learning style preferences among police students Targeted sampling of older cadets in future studies could provide more balanced age representation

Class Frequency Percent Valid Percent Cumulative Percent

Table 3.3 presents the frequency distribution of 300 survey respondents across

13 classes of the K03S course Each class accounts for 5-13.3% of the total sample Class QLHC1 has the largest number of students (40, 13.3%) while class TSCS7 has the smallest (15, 5%) The remaining classes each contain 20-30 students, representing 6.7% - 10% of the sample Overall, the sample sizes across classes are uneven, with larger classes (QLHC1, QLHC2, QLHC5) having twice as many students as the smaller classes (QLHC3, QLHC4, TSCS7-13) This indicates an unequal sampling rate across classes, which could introduce bias To ensure representation, classes with fewer students may need to be oversampled in future surveys The table 3.3 provides the valid percentages that each class contributes to the total sample of 300 students

Table 3.4 Descriptive statistics on determining students' learning styles

N Minimum Maximum Mean Std Deviation

Minimum: the largest number of points in the research sample

Maximum: smallest number of points in the research sample

Mean: average score in the research sample

Table 3.4 presents descriptive statistics of the survey responses for identifying students' learning styles It includes 300 valid responses for each of the 18 questionnaire items measured on a 5-point Likert scale The minimum and maximum values range from 1 to 5

The mean scores are mostly above 4, indicating that students generally agree with the statements assessing different learning style dimensions The standard deviations vary from 1.17 to 1.55, denoting reasonable variability in responses The relatively low standard deviations signify consensus among students regarding their perceived learning styles

In summary, research results show that most students have positive opinions about learning styles (average score >4.0) The descriptive statistics show a normal distribution of responses clustered around a central tendency of agreement The lack of extreme outliers and moderate standard deviations validate the survey's reliability The data signifies students' clear perspectives about their learning style preferences captured through the well-designed questionnaire Overall, the statistics provide a robust foundation for further in-depth analysis into the dominant and most preferred learning styles among the sample

VI1 -I will learn better when I read what the teacher writes on the board

The idea is that “I will learn better when I read what the teacher writes on the board” accepted with an average score of 4.043 shows that the consensus is quite high (78.2% agree and completely agree), the number of students who do not accept this point of view is only 16.7%, the rest have no opinion (accounting for 5% of total observations)

VI2 - If you show me English books or documents, I will remember better

The idea is that “If you show me English books or documents, I will remember better” accepted with an average score of 4.063, which is a positive score because the number of students agreeing and strongly agreeing is quite high (accounting for 72.0% of the total observations), 7.3% of the respondents had a neutral opinion, the number of negative opinions only accounted for 20.6% of the total observations

VI3 - If the teacher shows me the explanations and notes in the English textbook, I will understand better

The opinion is that “If the teacher shows me the explanations and notes in the English textbook, I will understand better” accepted with an average score of 4.057 of which 14.7% of respondents strongly disagree, 8.3% of respondents disagree, 5.3% of respondents have neutral opinions, 71.7% of respondents completely agree

So it can be seen that people with a Visual learning style will access knowledge and remember through observed images Students with this style often have the following characteristics: have a vivid imagination, often leading to distraction, daydreaming, are often very good at reading maps and charts, like watching videos, flash cards or pictures, marked information Learners only focus on studying in a quiet environment and are easily distracted when there is noise Therefore, teachers should teach students using colorful graphs, tables, charts, maps, and diagrams Visual learning style learners tend to learn comprehensively, sometimes easily missing details, they are better able to absorb information through what they see

AU1 - I remember things I hear in class better than things I read

The opinion that "I remember things I hear in class better than things I read" is accepted with an average score of 4.283 of which 4.7% of respondents strongly disagree, 14.0% of respondents disagree, 0.7% of respondents have a neutral opinion, 9.7% of respondents agree, 71.0% of respondents completely agree

AU2 - When the lecturer lectures in class, I will learn better

The idea is that “When the lecturer lectures in class, I will learn better” accepted with an average score of 4.453 of which 7.3% of respondents strongly disagree, 5.3% of respondents disagree, 1.7% of respondents have a neutral opinion, 6.0% of respondents agree, 79.7% of respondents completely agree

AU3 - In class, I learn better when I listen to others

The idea is that “In class, I learn better when I listen to others” accepted with an average score of 4.300 of which 5.7% of respondents strongly disagree, 7.3% of respondents disagree, 9.3% of respondents have neutral opinions, 6.7% of respondents agree, 71.0% of respondents completely agree

If students have a good sense of rhythm and enjoy watching video clips, conversations and music, they are following the listening style of learning This is a group of learners with good listening skills, presentations, lectures and speeches will attract them When placed in a traditional learning environment of listening to lectures and discussing, students with a sensory learning style will develop their learning strengths

TA1 - I will learn better when I learn by drawing (diagrams, pictures )

The opinion that "I will learn better when I learn by drawing (diagrams, pictures )" is accepted with an average score of 4.227 of which 5.0% of respondents strongly disagree, 9.3% of respondents disagree, 14.7% of respondents have a neutral opinion, 71.7% of respondents completely agree

TA2 - When I make some items (like masks, lanterns ), I will better remember what I learn

Teacher Survey Results

3.2.1 Overview of the Research Sample

The survey results show that 07 teachers are all female, due to the nature of the teaching job, the majority are female

Total score before learning English using the CLT method Total score after learning English using the CLT methodComparing CLT use in two stages

Survey results showed that 71.4% of teachers were between the ages of 31- 40 years old, 28.6% of teachers were between the ages of 41- 50 years old

Table 3.56 Statistics Describing Students' Learning Styles

N Minimum Maximum Mean Std Deviation

Minimum: the largest number of points in the research sample

Maximum: smallest number of points in the research sample

Mean: average score in the research sample

VI1 - Students will learn better when they read what the instructor writes on the board

The opinion that "Students will learn better when they read what the instructor writes on the board" is accepted with an average score of 3.429 of which 14.3% of respondents strongly disagree, 14.3% of respondents disagree, 14.3% respondents have a neutral opinion, 28.6% respondents agree, 28.6% respondents completely agree

VI2 - If students are shown English books or documents, they will remember better

The idea is that "If students are shown English books or documents, they will remember better" accepted with an average score of 3.286 of which 14.3% of respondents strongly disagree, 14.3% of respondents disagree, 14.3% respondents have a neutral opinion, 42.9% respondents agree, 14.3% respondents completely agree

VI3 - If students see the explanations and notes in the English textbook, they will understand better

The opinion that “If students see the explanations and notes in the English textbook, they will understand better” is accepted with an average score of 3.143 of which 28.6% of respondents strongly disagree, 14.3% of respondents have a neutral opinion, 42.9% of respondents agree, 14.3% of respondents completely agree

Students with a visual learning style absorb new information best when viewing visual aids such as illustrations, diagrams, images, and videos Visual learners can thrive if they sit near the front of the class and if they divide exercises and tasks into diagrams or mind maps

AU1 - Students remember things they hear in class better than things they read

The idea is that “Students remember things they hear in class better than things they read” accepted with an average score of 2.857 of which 28.6% of respondents strongly disagree, 14.3% of respondents disagree, 14.3% of respondents have a neutral opinion, 28.6% of respondents agree, 14.3% of respondents completely agree

AU2 - When teachers lecture in class, students learn better

The opinion that “When teachers lecture in class, students learn better” was accepted with an average score of 3.571 of which 14.3% of respondents strongly disagree, 14.3% of respondents disagree, 14.3% of respondents have a neutral opinion, 14.3% of respondents agree, 42.9% of respondents completely agree

AU3 - In class, students will learn better when they listen to others

The idea is that “In class, students will learn better when they listen to others” accepted with an average score of 2.714 of which 28.6% of respondents strongly disagreed, 14.3% of respondents disagree, 14.3% of respondents have a neutral opinion, 42.9% of respondents agree

Auditory learners often benefit from lecture-style courses When they sit down to take a test, they can “hear” the problems or questions in their head They often enjoy participating in study groups and reading aloud This learning style may want to listen to information multiple times to ensure full understanding

TA1 - Students will learn better when they learn by drawing (diagrams, pictures…)

The idea is that “Students will learn better when they learn by drawing (diagrams, pictures…)” accepted with an average score of 2.714 of which 28.6% of respondents strongly disagree, 28.6% of respondents disagree, 28.6% of respondents agree, 14.3% of respondents completely agree

TA2 - When making some items (such as masks, lanterns…), students will better remember what they have learned

The idea is that “When making some items (such as masks, lanterns…), students will better remember what they have learned” accepted with an average score of 3.286 of which 14.3% of respondents strongly disagree, 14.3% of respondents disagree, 14.3% of respondents have a neutral opinion, 42.9% of respondents agree, 14.3% of respondents completely agree

TA3 - Students like to participate in activities and games in class

The opinion is that “Students like to participate in activities and games in class” accepted with an average score of 2.429 of which 42.9% of respondents strongly disagree, 14.3% of respondents disagree, 14.3% of respondents have a neutral opinion, 14.3% of respondents agree, 14.3% of respondents completely agree

The most important way for a tactile, kinesthetic learner is to learn by doing Teachers should encourage students to do whatever they are learning, to do it if they can Study groups are a great tool for tactile learners If students can find the right group of people willing to learn with them, role-playing can be a great way for them to help each other

KI1 - Students enjoy learning new knowledge through classroom activities

The opinion that “Students enjoy learning new knowledge through classroom activities” is accepted with an average score of 2.286 of which 57.1% of respondents strongly disagree, 14.3% of respondents have a neutral opinion, 14.3% of respondents agree, 14.3% of respondents completely agree

KI2 - Students will learn better through completing in-class activities

The idea is that “Students will learn better through completing in-class activities” accepted with an average score of 2.571 of which 28.6% of respondents strongly disagree, 14.3% of respondents disagree opinion, 28.6% of respondents have a neutral opinion, 28.6% of respondents agree

KI3 - In class, students will understand the lesson better when participating in role-playing activities

In a survey, respondents' opinions on the statement "In class, students will understand the lesson better when participating in role-playing activities" revealed that 42.9% strongly disagreed, 14.3% disagreed, 14.3% remained neutral, 14.3% agreed, and 14.3% strongly agreed, resulting in an average score of 2.429.

Summary

This chapter has presented the key findings and discussions from the quantitative survey analysis Descriptive statistics revealed students' dominant learning styles were visual for vocabulary, kinesthetic for grammar and speaking, auditory for listening, and individual for reading and writing Aligning instruction accordingly could enhance outcomes Multiple intelligences results showed linguistic, logical- mathematical and spatial strengths among the sample, suggesting activities catering to these Finally, over 50% of students and all teachers reported improved English proficiency after CLT implementation, indicating its benefits for the education However, some discrepancies between student and teacher perceptions of preferred styles were found, highlighting the importance of localized research Overall, these data provide a foundation to adapt teaching methods and materials to optimize student-centered CLT instruction per the specific learning profiles of Vietnamese police English learners Further conclusions and recommendations will be formulated in the part “Conclusions” based on synthesizing these statistically-driven insights to achieve the study's aims of tailored, effective education for the context

Identifying your learning style is a fundamental point in language learning Being aware of learners' learning styles can motivate teachers to target students' learning styles in their own teaching methods Additionally, understanding learning style preferences will help in overcoming a unique style among students of a particular group Furthermore, it also helps in improving the teaching structure considering the preferred teaching style of the students and then leads to the development of educational methods

When learning vocabulary, students' preferred learning style is Visual learning style Therefore, lecturers need to additionally use visual materials during the teaching process Besides teaching according to current methods, lecturers should combine lecture presentations using powerpoint or other multimedia forms, with visual and vivid images to enrich the lecture

When learning grammar and speaking skills, students' preferred learning style is Kinesthetic learning style Therefore, lecturers need to focus on developing a motor learning style for students Lecturers should regularly divide groups into role-playing, performing, and organizing games related to the language points of the lecture, thereby helping students understand and know how to use words and grammatical structures in the lesson just learned Lecturers should also regularly encourage students with low academic results to actively participate in group activities, thereby helping to increase confidence and overcome negative psychological conditions in learning activities

When learning listening skills, students' preferred learning style is Auditory learning style Lecturers can further promote this forte of students through the use of recordings of lessons by native speakers when lecturing the course

When learning reading comprehension and writing skills, students' preferred learning style is Individual learning style The current educational trend is to bring group activities into the classroom to increase students' active learning, but the majority of formative assessments and end-of-course assessments require individuals to complete on their own Therefore, lecturers need to combine individual exercises and group exercises in teaching activities and evaluating learning results At the same time, encourage students with individual learning styles to participate in group activities and help others in the group so that everyone can progress together All 07 teachers and

300 students surveyed said that the CLT method brought positive scores to learners

So it can be seen that studying learners' learning styles when students start entering college is very useful for the following reasons:

Firstly, students are aware of their own learning styles and can therefore choose better methods to enhance their learning

Secondly, instructors are informed about their students' preferences, and this allows them to use teaching methods that suit their students' learning styles

Last but not least, graduates will have sufficient knowledge and qualifications due to the practical and effective learning process

To foster active and autonomous learning, students must be empowered to address dissatisfaction with teaching methods directly with their instructors, allowing for the development of tailored solutions that mitigate any potential negative impacts Moreover, a flexible approach to learning is crucial, enabling students to adapt their learning strategies to align with their individual preferences, ultimately leading to a more effective and engaging learning experience.

In other words, they should strengthen their weaker learning styles or try to learn to switch from one preferred learning style to another Clearly, learning style is a complex issue and to achieve maximum effectiveness, identifying students' learning styles and applying corresponding, appropriate learning strategies requires great attention important It is clear that in any classroom, each student learns in different ways and this significantly affects their performance Therefore, to be successful and achieve the best results in the learning environment, not only students but also teachers need to update themselves and find appropriate learning and teaching methods and strategies This implies that gaining knowledge about students' learning styles and adapting teaching strategies accordingly is extremely important and is considered an important responsibility of teachers To avoid inconsistencies between students' learning styles and teachers' teaching methods, as well as to increase student motivation and improve student performance, teachers need to update and adjust teaching methods and evaluate their effectiveness In fact, a mismatch between students' learning styles and teachers' teaching styles can lead to serious consequences, affecting learning outcomes

Understanding learners' preferred learning styles is crucial for educators as it empowers them to pinpoint and address learning challenges effectively By recognizing the ways students absorb and process information, teachers can tailor their instructional methods to optimize learning outcomes This knowledge also empowers learners to engage in self-directed practices that maximize their effectiveness in acquiring new knowledge and skills.

The limitation of the research is that it neglected to examine the influence of demographic factors on learning style Because different demographic characteristics (gender, age, etc.) may have different characteristics of learning styles In addition, the topic ignored the social group factor affect For example, students are influenced by the learning style of their relatives (parents, siblings, friends) by following their advice, or students themselves realize the benefits that that learning style brings (according to the theory of Reasoned Action -TRA and Planned Behavior -TBP)

Future studies could further examine whether demographic factors or reference group factors influence individual learning styles The study should also be expanded to more colleges to show the diversity of the survey sample.

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APPENDICES BẢNG KHẢO SÁT (DÀNH CHO HỌC VIÊN)

Bảng khảo sát “Nghiên cứu phong cách học ngoại ngữ của người học tiếng Anh theo phương pháp CLT: Trường hợp trường Cao đẳng Cảnh sát nhân dân II”

Xin chào đồng chí, tôi là Đại uý Nguyễn Thị Trang, hiện là giáo viên Khoa Ngoại ngữ - Tin học Trường Cao đẳng CSND II Hiện tôi đang thực hiện một khảo sát nhằm phục vụ cho việc nghiên cứu về “Nghiên cứu phong cách học ngoại ngữ của người học tiếng Anh theo phương pháp CLT: Trường hợp trường Cao đẳng Cảnh sát nhân dân II” Để thu thập thông tin, tôi rất cần sự giúp đỡ của đồng chí để trả lời các câu hỏi sau Tất cả các câu trả lời của đồng chí đều có giá trị nghiên cứu đối với tôi Tôi xin cam đoan tất cả thông tin của đồng chí sẽ được giữ bí mật tuyệt đối và chỉ được sử dụng cho mục đích nghiên cứu Rất mong nhận được sự cộng tác nhiệt tình của đồng chí

Questionaire “A Study on learning styles of EFL learners in CLT method: The case of People's Police College II”

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