A study on students english language learning style preferences at do luong 2 high school, do luong district, nghe an province

1 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY of POST-GRADUATE STUDIES LÊ SA A STUDY ON STUDENTS’ ENGLISH LANGUAGE LEARNING STYLE PREFERENCES AT DO LUONG HIGH SCHOOL, DO LUONG DISTRICT, NGHE AN PROVINCE ( Nghiên cứu phương pháp học tiếng anh ưa thích học sinh trường Đô Lương 2, huyện Đô Lương, tỉnh Nghệ An) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60.14.10 Hanoi-2010 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY of POST-GRADUATE STUDIES -LÊ SA A STUDY ON STUDENTS’ ENGLISH LANGUAGE LEARNING STYLE PREFERENCES AT DO LUONG HIGH SCHOOL, DO LUONG DISTRICT, NGHE AN PROVINCE ( Nghiên cứu phương pháp học tiếng anh ưa thích học sinh trường Đô Lương 2, huyện Đô Lương, tỉnh Nghệ An) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60.14.10 Supervisor: Assoc Prof Dr Ngơ Đình Phương Hanoi-2010 TABLE OF CONTENTS Declaration i Abstract ii Acknowledgements iii List of table contents iv List of tables vii PART A: INTRODUCTION I.1 Rationale I.2 Aims of the study I.3 Research questions I.4 Scope of the study I.5 Significance of the study I.6 Design of the study PART B: DEVELOPMENT Chapter Literature Review 1.1 Definition of learning styles 1.2 Classification of learning styles 1.2.1 Perceptual learning styles 1.2.2 Cognitive learning styles 1.2.3 Active and reflective learners 1.3 The importance of understanding students‟ learning styles 1.4 Mismatches between Teachers' and Students' perceptions of learning activities………………………………………………………… 1.5 The need to study students‟ learning styles and meet students‟ needs and demands 10 Chapter Research Methodology 2.1 Setting of the study 12 2.2 Participants 12 2.2.1 Students 12 2.2.2 Teachers 13 2.3 Data Instruments 13 2.4 Data collection procedure 15 Chapter Data Analysis 3.1 Students‟ interest in learning English 16 3.2 The way of learning in class 17 3.3 Preferences of learning items 17 3.4 Preferences of teaching methodologies 18 3.5 Teachers‟ methodologies often used in English class 19 3.6 The importance of learning styles 20 3.7 Class activities 21 3.7.1 Students‟ opinions about their useful activities 22 3.7.2 The activities students like using in English class 22 3.7.3 Students‟ favorite activities in class 22 3.8 Teaching aids 23 3.9 Error correction 24 3.10 Studying at home 26 3.11 Improvement 27 PART C: CONCLUSION Conclusions……………………………………………………………………29 Suggested teaching and leaning activities for different learning styles………30 2.1 Suggested teaching activities………………………………………………30 2.2 Suggested leaning activities ………………………………………………34 Limitations of the study 36 Suggestions for further studies 37 REFERENCES………………………………………………………………………… 38 APPENDIXES Appendix 1: Survey questionnaire for students Appendix 2: Survey questionnaire for teachers Appendix 3: Written test set by the teachers LIST OF TABLES Table 1: Students and their interest in learning English…………………………………16 Table 2: Students‟ and Teachers‟ view on learning individually or in groups………… 17 Table 3: Students‟ and Teachers‟ preferences in learning items…………………………18 Table 4: Students‟ and Teachers‟ preferences of teaching methodologies……………….18 Table 5: The frequency degree of teachers using activities in class………………………19 Table 6: Students‟ and Teachers‟ opinion about the importance of learning styles………20 Table 7: Students‟ and Teachers‟ opinion about useful activities…………………………21 Table 8: The activities students like using in English class……………………………….22 Table 9: Students‟ and Teachers‟ favorite activities in class….………………………… 23 Table 10: Students‟ and Teachers‟ opinion in using teaching aids……………………… 24 Table 11: Students‟ and Teachers‟ view on being corrected immediately or later……… 24 Table 12: Students‟ and Teachers‟ thought in correcting errors …………………………25 Table 13: Students‟ and Teachers‟ view on studying at home….…………………………26 Table 14: Students‟ and Teachers‟ view on improvement……………………………… 27 Table 15: Students‟ written tasks‟ marks from the teachers………………………………28 10 PART A: INTRODUCTION Rationale Since the end of the 20th century, communicative language teaching has been central in the agenda of second and foreign language teaching It has become the order of the day to curriculum developers and English language teachers around the world Although Vietnam accepted communicative language teaching a little bit later than many other countries, the principles of communicative language teaching have been used as the foundation of the curriculum development and pre-service and in-service teacher training programs Many researchers and scholars have proposed that second or foreign language teaching should emphasize the development of communicative skills rather than just linguistic competence, i.e grammar In order to find out the suitable content and appropriate teaching strategies, teachers have to meet learners‟ demands and needs first However, many teachers seem to be unaware of their students‟ learning styles to find the suitable teaching methods for different kinds of learners Each learner has his own way of receiving and processing information and knowledge Some learn from seeing and hearing, some learn from reflecting and acting; reasoning logically and intuitively; memorizing and visualizing (Felder, 1995) Similarly, teachers not follow the same method teaching, or if they the way they implement that teaching method in the classroom is quite different As Felder (1995: 21) noted that “teaching methods also vary Some instructors lecture, others demonstrate or discuss; some focus on rules and others on examples…” Since teachers ignore or pay little attention to their students‟ learning styles, some still use the same method of teaching to teach different learners, serious mismatches may occur with some unfortunate consequences such as bored and inattentive and even discouraged learners; unresponsive or hostile classes Then teachers may have critical attitude towards their learners 11 Aims of the study This study is aimed to find out the students' learning style preferences and the teachers' teaching styles at Do Luong high school, Do Luong district, Nghe An province To be more specific, the major aims of the study are as follows:  To aim at investigating students' learning style preferences at Do Luong high school  To find out the extent of the teacher‟s awareness of their learning style preferences through a set of questionnaires  To examine the extent of students‟ improvement after teachers focus on learners‟ learning styles and adjust teaching accordingly  To make suggestions on how to satisfy students‟ learning styles better in classroom Research questions The study is aimed at investigating learning style preferences of the students at Do Luong High School and the extent of the teacher‟s awareness of them and the extent of improvement after teachers are awareness of their learner‟s learning styles The study is carried out to find answers to the following the questions: 1) What are the learning styles preferences of the students at Do Luong high school? 2) What is the gap between students‟ learning styles and teachers‟ teaching styles in our school, if any? 3) How to narrow the gap between teaching and learning so as to bring about students‟ expected learning outcomes? Scope of the study The main focus of the study is on the investigation of the students‟ learning styles at Do Luong school and the importance of learning styles Particularly, this minor thesis only refers to the categorization of the students' learning styles in our school; finger out the gaps between students' learning styles and teachers' awareness and provide some techniques for different learning styles 12 Significance of the study Oxford (2003) emphasized that learning styles and strategies of individual students can work together or conflict with a given instructional methodology If there is a harmony between them, then the students are likely to perform well, feel confident and experience low anxiety If classes happen, serious breakdowns in teacher-student interaction will exist These conflicts even result in the dispirited student‟ rejection of the teaching methodology, the teacher, and the subject matter Therefore, finding out the learners‟ learning styles is a crucial step to help the teachers choose the suitable teaching method for them The results from this study will help to provide an overview of students‟ learning style preferences at Do Luong school The study also finds out the extent of the gap between students‟ learning styles and teachers‟ awareness of them Importantly, the study shows that when the teachers are aware of their students‟ learning styles, there can be great improvement in their students‟ language proficiency Students not only have positive attitudes towards learning, but also towards the teacher and the subject since the teachers find out the best teaching methods for them, and create the interesting and attractive learning atmosphere with many practical and effective lessons Suggested teaching activities can be drawn out for language teachers in general and teachers in the similar teaching context in particular Design of the study The thesis includes three main parts: Part I is Introduction, which states the rationale, aims, research questions, scope, significance and design of the thesis Part II consists of three chapters: Chapter reviews the literature relevant to the topic of research, deals with definition of learning styles, classification of learning styles, the importance of understanding students‟ learning styles, Mismatches between Teachers‟ and Students‟ Perceptions of learning activities and the need to study students‟ learning styles and meet students‟ needs and demands 13 Chapter presents the research methodology of the study It provides information about the setting of the study, participants, data collection instruments and data collect procedure Chapter is the main part of the study whose major findings are revealed and discussed Part III is conclusion that presents some conclusions, suggested teaching and learning activities for different learning styles, limitations and suggestions for further studies 47 REFERENCES Vietnamese references - Hue, Nguyen Thi Minh (2004) An Investigation into Vietnamese Upper Secondary Schools Attitude towards Grammar Learning Teaching N A Thesis - Lam, Nguyen Thi Van and Phuong, Ngo Dinh (2006) Language Teaching Theory (Internal Circulation) Vinh University English references - Brown, D (1995) Principles of language learning and teaching Prentice Hall Regents - Brown, R A (1999) Motivation for learning English among Japanese university students - Brindley, G (1984) Needs Analysis and Objective Setting in the Adult Migrant Education Program, Sydney, NSW: Adult Migrant Education Service - Cathcart, R.L, and J.E.W.B.Olsen (1976) Teachers’ and students’ Pereferences for Correction of Classroom Conversation error TESOL Quarterly, 76, pp 41-53 - Claxton, C S., & Ralston, I (1978) Learning styles: Their impact on teaching and administration Washington DC: National Institute of Education.Cohen, A D., & Dörnyei, Z (1998) Focus on the language learner: motivation, styles and strategies - Cohen, A D., & Dörnyei, Z (2002) Focus on the language learner: motivation, styles and strategies In N Schmitt (Ed.), An introduction to applied linguistics London: Edward Arnold pp 170-190 - Corder, S P (1975) Applied lingguistuics and language teaching in J P B Allen and SP Corder (eds) The Edinburgh course in applied linguistics (Vol pp 1-15) Oxford: Oxford University press - Curry, L (1983) Learning style in continuing medical education Ontario: Canadian College of Health Service Executives - Dörnyei, Z (2002) Questionnaires in the Second Language Research: construction, Administration and Processing, Mahwah, N J: Lawrence Erlbaun Associates 48 - Dunn, R., Dunn., K & Price, G.E 1988 Learning Style Inventory (LSI): An inventory for identification of how individuals in grade through 12 prefer to learn Lawrence: Price Systems - Dunn, R & Griggs, S A 1993 Research on the learning styles characteristics of selected racial and ethnic groups Journal of Reading, Writing and Learning Disabilities International 6: 261-280 - Ehrman, M E & Leaver, B L (2003) Cognitive styles in the service of language learning System, 31, 393-415 - Ellis, R (1999) Learning a second language through interaction Philadelphia: John Benjamins, 246 - Kolb, D A (1984) Experiential learning: Experience as the source of learning and development Englewood - Kavaliauskiene, G (2003) English for Specific Purposes: Learners’ Preferences and Attitudes Journal of Language and Learning - Krashen, S (1985) The input hypothesis: Issues and implications London: Longman - Kumaravadivelu, B (2003) Beyond methods: Macrostrategies for language teaching New Haven, CT & - Lewenfeld, V (1945) Tests for visual and haptical aptitudes American Journal of Psychology, 58, 100-112 - McCarthy, B 1987 The 4MAT System: Teaching to Learning Styles with Right/Left Mode Techniques Barrington, IL: EXCEL, Inc - Nel, C (2008) Learning style and good language learners In C Griffiths (Ed.), Lessons from good language learner Cambridge: Cambridge University Press pp 49-60 - Nyikos, M., & Oxford, R.L., 1993: A factor-analytic study of language learning strategy use: Interpretations from information processing theory and social psychology Modern Language Journal,77 (1), 11-23 - Nunan, D (1989) Understanding language classroom Prentice Hall Regents - Nunan D (1992) Research Methods in Language Learning Cambridge: CUP - Oxford, R L (1993) Style Analysis Survey (SAS) Tuscaloosa, AL: University of Alabama 49 - Oxford, R L, Eherman, M.E and Lavine, R Z (1995) Style wars: teacher- student style conflicts in the language classroom In S.S Magnan (ed) Challenges in the 1990s for college foreign language programs Boston: Heinle and Heinle, 1-25 - Peacock, M 2001 Match or mismatch? Learning styles and teaching styles in EFL International Journal of Applied Linguistics 11(1): 38-58 - Reid, J M (1987) The learning style preferences of ESL students TESOL Quarterly, 21(1), 87-111 - Reid, J M (1998) Understanding learning styles in the second language classroom Upper Saddle River, NJ: Prentice-Hall - Savignon, S (1997) Commnicative competence: theory and classroom practice (2nd ed) The USA: The USA: The Mc Graw – Hill Publishing Company - Savignon, S J (2003) Teaching English as Communication A global perspective World Englishes, 22 (1): 55-56 - Slimani, A (1989) The role of topicalization in classroom language learning System 17: 2: 223-34 - Spratt, M (1999) How Good Are We at What Learners Like? System, 27, pp 141-155 - Unpublished PhD Thesis, University of Nottingham Learning styles in the ESL/EFL classroom Boston, MA: Heinle & Heinle pp.170-194 50 APPENDIXES Appendix 1: Survey questionnaire for students This questionnaire is to investigate students‟ language learning style preferences at Do Luong High school, Nghe An Province Your assistance in completing the following items is highly appreciated All the information provided by you is great use and solely for the study purpose Thank you! Please put a circle around your answer(s) Name: Class: How many years have you been studying English? Do you like learning English? Yes No In class you like learning English A by yourself (alone)? YES NO B in pairs? YES NO C in small groups? YES NO D with the whole class? YES NO E other (specify please) Do you like 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 YES NO In English class, you like to learn A by reading? B to listen to and use cassettes, or CDs.? YES NO C to learn by games.? YES NO D to learn by conversations ? E to learn by pictures, films, and videos.? F by copying from the board? YES NO YES NO YES NO 51 Please tick the frequency degree of your teacher's using activities in class Activity always often sometimes seldom A using English songs, music B using maps, wall-chairs, diagrams C.using role-play D using discussion E using power point presentation F using videos G using handouts, pictures, games Could you please assess the role of learning slyles in your success in learning English? A very important B important C not important 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 Which activities 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 the following in your class? A role play YES NO B language game YES NO C songs YES NO students YES D talking with and listening to other NO E memorizing conversation/dialogues YES NO 52 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 A television/video/films? YES NO B radio YES NO C tapes/cassettes? YES NO D written material? YES NO E the blackboard? YES NO F pictures/posters? YES NO 11 Do you like learning from G other (specify please) 12 When speaking, you want to be corrected A immediately, in front of everyone? YES NO B later, at the end of the activity, in front of everyone? YES NO C Later, in private? YES NO D others (specify please) 13 Do you mind if the teachers tell you all your mistakes? YES NO YES NO A doing homework? YES NO 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 Do you mind if the teacher let you find your errors? 14 At home, you like to learn English by F others .? 15 How 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? C others (specify please) Thank you very much for your co-operation! 53 Appendix 2: Survey questionnaire for teachers This questionnaire is to investigate students‟ language learning style preferences at Do Luong High school, Nghe An Province Your assistance in completing the following items is highly appreciated All the information provided by you is great use and solely for the study purpose Thank you! Please put a circle around your answer(s) How many years have you been teaching English? In class they like learning English A by yourself (alone)? YES NO B in pairs? YES NO C in small groups? YES NO D with the whole class? YES NO E other (specify please) Do they like 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 In English class, they like to learn A by reading? YES NO B to listen to and use cassettes, or CDs.? YES NO C to learn by games.? YES NO D to learn by conversations ? E to learn by pictures, films, and videos.? F by copying from the board? YES NO YES NO YES NO 54 Could you please assess the role of learning styles in your students‟ success in learning English? A very important B important C not important 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 Do they the following in your class? A role play YES NO B language game YES NO C songs YES NO students YES D talking with and listening to other 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 Do they like learning from A television/video/films? YES NO B radio YES NO C tapes/cassettes? YES NO D written material? YES NO E the blackboard? YES NO F pictures/posters? YES NO G other (specify please) When speaking, they want to be corrected A immediately, in front of everyone? YES NO 55 B later, at the end of the activity, in front of everyone? YES NO C Later, in private? YES NO D others (specify please) 10 Do they mind if you tell them all their mistakes? Do they mind if you let them find their errors? YES NO YES NO 11 At home, they like to learn English by A doing homework? YES NO 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 F others .? 12 How 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? C others (specify please) Thank you very much for your co-operation! 56 Appendix 3:Written test set by the teachers Kiểm Tra Môn Tiếng Anh (Thời 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 A funny B full C cut D Sun A flood B cook C hook D football A need B speech C see D take A lake B cake C capital D take A comparison B complain C computer D company 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 His father stopped …………………………… years ago A smoke B smoked C smoking D to smoke I felt asleep because the film was A bore B bored C boring D boredom Their sons like along the beach A swimming B sunbathing C fishing D walking If he doesn't the exercises, he : get bad marks A would B could C should D will 10 Hamlet is a book was written by Shakespeare A when B what C which D who 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 57 13 is one of the most serious problems in Viet Nam A Employee B Employ C Unemployment D Unemployed 14 She is frightened going out in the dark A of B out C off D on 15 My brother is the tennis player in the club A well B best C better D good C swim D swam 16 is a good sport A swimming B to swim 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 19 I English for years 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 A until B for C since D before 23 He is reading the book with his great A interest B interesting C interested D interestingly 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 He is interested dancing C makes D making 58 A at B by C in D of C watched D watching 27 Children enjoy cartoons A watch B to watch 28 I'm afraid of alone in dark , A being left B left C leaving D to leave 29 She is proud of her A successful B success C succeed D succeeded 30 There are many ways to learn English vocabulary A different B differences C difference D differing 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 buy a Christmas present for a very special person, his mother David's father gave him $5 a week as pocket money and David put $2 a week into his bank account and went to the shopping mall He looked for a perfect gift Suddenly he saw a beautiful brooch in the shape of his favorite animal He said to himself 'l my mother loves jewelry, and the brooch costs only $17'' He bought the brooch and took it home He wrapped the present in Christmas paper and placed it under the tree He was excited and he was lo looking forward to Christmas morning to see the joy on his mother's face But when his mother opened the present she shouted with fright because she saw 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 What did David want to buy for his mother ? A a perfect gift B a beautiful brooch C a spider 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 a gold ring 59 D After five months, he took $20 out of his back account 33 The word ''it'' in line refers to A The brooch B a Christmas tree 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 / / 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 60 C It is the funniest story I've ever known D It is funniest story I've ever known The end 61 ĐÁP ÁN TỔNG ĐIỂM 40 MỖI CÂU ĐÚNG CHO ĐIỂM I Phonetics: l- B 2- A 3- D 4- C 5- D II Vocabulary and grammar: 6-C 13 - C 20 - A 27 - D 7-C 14 - A 2l-D 28 - A 8-D 15 - B 22- C 29 - B 9-D 16 - A 23 - A 30 - B 10 - C 17 - A 24 - C llD 18 - B 25 - C 12 - B 19 - D 26 - C 32 - A 33 - C 34 - A 35 - B 37- D 38- A 39- C 40- C III Reading: 3l-D IV Writing 36-A .. .2 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY of POST-GRADUATE STUDIES -LÊ SA A STUDY ON STUDENTS? ?? ENGLISH LANGUAGE LEARNING STYLE PREFERENCES. .. 90% started learning English at grade 6; only 10% started at grade 10 2. 2 .2 Teachers There are nine teachers at Do Luong high school, two of them are on maternal leave, so only seven teachers... situations that is suitable for students? ?? interest and appropriate to practice what they have learnt and situations which are similar to students and need of many communicative skills  Games are