Application of VARK learning styles model in promoting motivation of non english major students in english class in a police institution

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ************* NGUYỄN THỊ HÀ THƢƠNG APPLICATION OF VARK LEARNING STYLES MODEL IN PROMOTING MOTIVATION OF NON-ENGLISH MAJOR STUDENTS IN ENGLISH CLASS IN A POLICE INSTITUTION (Ứng dụng mơ hình học tập VARK việc nâng cao động lực học tập cho sinh viên không chuyên học tiếng Anh đơn vị giáo dục Cảnh sát) M.A THESIS (Applied program) Field : English Teaching Methodology Code : 8140231.01 Hanoi - 2019 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ************* NGUYỄN THỊ HÀ THƢƠNG APPLICATION OF VARK LEARNING STYLES MODEL IN PROMOTING MOTIVATION OF NON-ENGLISH MAJOR STUDENTS IN ENGLISH CLASS IN A POLICE INSTITUTION (Ứng dụng mơ hình học tập VARK việc nâng cao động lực học tập cho sinh viên không chuyên học tiếng Anh đơn vị giáo dục Cảnh sát) M.A THESIS (Applied program) Field : English Teaching Methodology Code : 8140231.01 Supervisor : Dr Nguyễn Thị Mai Hƣơng Hanoi - 2019 ABSTRACT This study was intended to investigate the application of VARK model to promote the motivational state of Non-English major students in a police institution More specifically, the author strived to implement her treatment within one cycle of an action research and aimed to examine (i) the students‟ opinion towards VARK model, and (ii) the effectiveness of VARK towards the motivational state of the students in learning English To gain the above mentioned objectives, an action research project was conducted with the participant of 31 non-English major students at an academy in Ministry of Public Security The data gathered from pre-treatment and posttreatment questionnaire distributed to the students, and interviews with some of the participants The duration of the treatment was 12 weeks and all the findings reported in this study reflect the result of one cycle of an action research project It was shown that the majority of the students benefited from the model and their motivation was positively influenced The most outstanding evidence was found in the participants‟ remarkable improvement in spending time for English after class hour and their increasing linguistic level in terms of higher expectation in English result and progress On the basis of the findings, it is suggested that it is important to adopt a new approach in teaching English to make the learning process more enjoyable i ACKNOWLEDGMENTS This research paper would not have been completed without the help of people to whom I would like to express my deep gratitude Firs and foremost, I would like to express my deepest gratitude to Dr Nguyen Thi Mai Huong, my supervisor, for her wholehearted support, precious guidance which were decisive factor to the completion of my study Also, I would like to give extend my special thanks to all the lecturers and officers working at the Postgraduate Faculty, University of Languages and International Studies, for their supporting me while I was studying and conducting this thesis I would like to give my warmest thanks to all the research participants, my dear students Without their valuable opinions and ideas in the questionnaires and interviews, the research would not have been accomplished Last but not least, I owe my colleagues at the Foreign Languages Department of The People‟s Police Academy and my family for their support Their patience and care which helped me go beyond what sometimes looks like an enormous task ii DECLARATION I hereby certify that the minor thesis entitled “ Application of VARK learning styles model in promoting motivation of non-English major students in English class in a police institution”, which is submitted in partial fulfillment of the requirements for the degree of Master of Arts in English Language Teaching Methodology at Faculty of Post-graduate Studies, University of Languages and International Studies, Vietnam National University, Hanoi is the result of my own work I have provided fully documented references to the work of others The material in this thesis has not been submitted for any other university or institution wholly and partially Hanoi, 2019 Nguyen Thi Ha Thuong iii LIST OF ABBREVIATIONS CLIL : Content and language integrated learning VARK : Visual, Aural, Read/Write, Kinesthetic iv LIST OF TABLES AND FIGURES Table 1: Mean scores of the items on attitudes toward learning English 41 Table 2: Mean scores of the items on the linguistic self-confidence 43 Table 3: Mean scores of the items on students‟ classroom behaviors 45 Table 4: Mean scores of the items on students‟ opinions towards the current teaching styles 46 Table 5: Mean scores of the 13 items on students‟ attitudes towards the VARK model 48 Table 6: Mean scores of the items on students‟ attitudes towards learning English after participating in VARK teaching-learning model 50 Table 7: Mean scores of the items on students‟ linguistic self-confidence after participating in VARK teaching-learning model 51 Table 8: Mean scores of the items on students‟ classroom behavior after participating in VARK teaching-learning model 52 Figure 1: Time for English after class 42 Figure 2: Students‟ willingness to volunteer and ability to understand instructions‟ guideline 44 Figure 3: Students‟ concentration and desire to take challenging exercises 45 Figure 4: Understanding about learner's preferences & styles and classroom atmosphere 47 Figure 5: Time for English after class 50 v TABLE OF CONTENTS ABSTRACT i ACKNOWLEDGMENTS ii DECLARATION iii LIST OF ABBREVIATIONS iv LIST OF TABLES AND FIGURES v CHAPTER 1: INTRODUCTION 1.1 Rationale of the study 1.2 Aims of the study 1.3 Scope of the study 1.4 Methods of the study 1.5 Significance of the study 1.6 Structure of the thesis CHAPTER 2: LITERATURE REVIEW 10 2.1 An overview of motivation 10 2.1.1 Definition of motivation 10 2.1.2 Classifications of motivation 12 2.1.3 Components of foreign language learning motivation 16 2.2 Dörnyei’s framework for motivational strategies 17 2.2.1 Creating the basic motivational conditions 17 2.2.2 Generating initial motivation 18 2.2.3 Maintaining and protecting motivation 19 2.2.4 Rounding off the learning experience: encouraging positive selfevaluation 21 2.3 An overview of VARK model 23 2.3.1 What is VARK learning styles? 24 2.3.2 Understanding a visual preference 24 2.3.3 Understanding an aural preference 25 vi 2.3.4 Understanding a read/write preference 26 2.3.5 Understanding a kinesthetic preference 26 2.4 Previous studies ………………………………………………………… 27 CHAPTER 3: RESEARCH METHODOLOGY 29 3.1 Research design 29 3.1.1 Rationale for the use of action research 29 3.1.2 The action procedure 30 3.2 Research context 34 3.2.1 The academy context 34 3.2.2 Current learning and teaching of English at the Academy 35 3.3 Research participants 36 3.4 Research instruments 37 3.4.1 Description of the questionnaires 37 3.4.2 Semi-structured interview 38 3.5 Data collection procedures 39 3.6 Data analysis procedures 39 CHAPTER 4: RESULTS AND DISCUSSION 41 4.1 Pre-treatment 41 4.1.1 The English language learning motivational state prior the treatment 41 4.1.2 The students‟ opinions towards the current teaching styles 46 4.2 Treatment and Post-treatment 47 4.2.1 Research question 1: What are students‟ opinions towards the VARK model? 47 4.2.2 Research question 2: How does the VARK model affect the students‟ motivational state in learning English? 49 4.3 Summary of the findings 53 Chapter 5: CONCLUSION 55 5.1 Conclusion 55 5.2 Pedagogical implications from the findings 55 vii 5.3 Limitations of the study 56 REFERENCES 58 APPENDICES I APPENDIX I APPENDIX VIII APPENDIX .XII APPENDIX XVI APPENDIX XVII APPENDIX XVIII APPENDIX XXV viii POST-TREATMENT questionnaire (Student English-learning Motivational State adapted from Guilloteaux (2007) Questionnaire 2: Cảm nhận chung bạn mơ hình dạy học – VARK Cảm ơn hợp tác em! = hoàn toàn không = không = đúng * Attitudes toward VARK teaching-learning models = = tuyệt đối VARK làm tăng lo lắng, hồi hộp xấu hổ em học tiếng Anh VARK giới thiệu cách dạy học hướng tới em ưa thích VARK làm em thêm thời gian chuẩn bị tìm kiếm thông tin để học tiếng Anh VARK giúp nâng cao yêu thích việc học tiếng Anh em VARK giúp e củng cố kỹ nghe, nói, đọc viết VARK giúp gia tăng vốn từ vựng em VARK cung cấp cho em kiến thức số quy tắc xã hội sử dụng ngôn ngữ giao tiếp thực tế VARK tạo cho em nhiều hội thực hành tiếng Anh bối cảnh/tình giống với thực tế VARK cung cấp cho em nguồn tư liệu có tính xác thực tế cao mà ccosys nghĩa cho học tập công việc tương lai 10 VARK giúp mang lại học tiếng Anh thú vị cho thân em 11 VARK giúp em tham gia nhiều vào hoạt động lớp 12 VARK không thú vị với em 13 VARK không phù hợp với em em học đươc qua mơ hình * Attitudes toward learning English after participating in VARK teaching-learning model 14 Tiếng Anh lựa chọn em cho tự học 15 Tiếng Anh trở thành môn học yêu thích em 16 Em cảm thấy hào hứng đến lớp học tiếng Anh em có khoảng thời gian tuyệt vời với thầy cô bạn * Linguistic self-confidence after participating in VARK teaching-learning model 4 5 17 VARK giúp em đạt tiến tiếng Anh 18 Em mong đạt kết cao môn tiếng Anh học kỳ 19 Em cảm thấy dễ dàng để hiểu theo học tiếng Anh 20 Em lo sợ mắc lỗi học tiếng Anh 21 Em cảm thấy khó khăn thực nhiệm vụ hay hoạt động trước lớp XIV 1 2 3 4 5 1 2 3 4 5 * Classroom behaviors after participating in VARK teaching-learning model 22 Em cố gắng tập trung lớp khơng cịn muốn làm việc riêng (như nói chuyện riêng với bạn, vẽ vào sách hay làm tập môn khác ) 23 Trong học, em cố gắng tập trung vào học 24 Mặc dù em cảm thấy đôi chỗ học không thú vị, em lắng nghe thầy cô ghi chép cẩn thận 25 Em sẵn sàng trả lời câu hỏi thầy cô 26 Khi thầy cô giảng hay bạn trả lời câu hỏi, em ý lắng nghe hay ghi chép lại 27 Em cố gắng tự động viên để giảm lo lắng, hồi hộp trước đưa ý kiến hay thực nhiệm vụ trước lớp 28 Em thường chọn tập dễ để làm từ bỏ khó XV 1 2 3 4 5 1 2 3 4 5 5 APPENDIX Questions of the semi-structured interviews Questions for interview: Do you like the new English teaching-learning model VARK? Do you think that VARK has positive influence on your attitude toward leaning English? Do you gain more confidence in learning English this semester? Please give specific explanation Do you find yourself consistently follow activities/tasks in English class? Results: Respondent A: Respondent B: Respondent C: XVI APPENDIX Dörnyei’s framework of second language learning motivation XVII APPENDIX XVIII APPENDIX RESULTS OF QUESTIONNAIRES VARK Questionnaire A report on the participants’ learning styles * Every name of students used is a pseudonym, which is to ensure the confidentiality of all of the participants Student Style Student Style BXT Mild Kinesthetic NAT Strong Read/Write CVC Mild Read/Write NBT Mild Kinesthetic ĐĐT Multimodal ND Multimodal DXV Mild Kinesthetic NDĐ Multimodal DVT Multimodal NH Mild Aural HAT Multimodal NTT Multimodal HKT Strong Kinesthetic NTH Multimodal LML Multimodal NVL Mild Visual NXH Mild Read/Write NHĐ Strong Read/Write NMC Strong Read/Write PKT Mild Read/Write PQĐ Multimodal PTĐ Multimodal THM Multimodal TXH Multimodal TTL Multimodal TTK Mild Read/Write VVT Multimodal NTG Strong Visual NVV Mild Aural NTT Mild Visual PTV Strong Aural Style Number of students Visual Aural Read/write Kinesthetic Multimodal 15 XIX PRE-TREATMENT QUESTIONNAIRE (Student English-learning Motivational State adapted from Guilloteaux (2007) Questionnaire 1: How You feel about English lessons? Dear students I am doing my MA research focusing on students‟ learning English motivation; and I need your help by completing the below questionnaire This helps me have an insight in student‟s motivation and then the results from this questionnaire can contribute towards more effective English classes in the future There is no right or wrong answer, I will be very grateful if you answer ALL the questions honestly and accurately All your personal information will be kept definitely confidential You DO NOT have to write your name in the papers Please answer the following questionnaires by circling the number (1, 2, 3, or 5) which appears most applicable to you Thank you for your cooperation! TOTAL NUMBER: 31 = definitely not true = not true = somewhat true = true = absolutely true * Attitudes toward learning English STATEMENTS English is always my favorite subject, I feel so happy to study this language I hardly spend my time learning English MS Choice Result 16 Choice Result Learning English is a burden to me Choice 12 11 3.32 Result I find no reason to learn English Choice Result This semester, with English Choice lessons, we can gain many knowledge Result that can be useful in the future or in our work I just want to pass the final exams Choice in English this semester Result English is my compulsory subject, Choice I have no choice but complete this Result English course After classes, I devote much of my Choice time for English Result 12 13 11 4 13 5 2.93 1 3 13 5 19 XX 2.83 1.8 3.58 3.54 3.25 2.2 * Opinions toward current English teaching and learning styles I enjoy my English lessons because my teachers can attract me 10 Our English textbook is so interesting, which attracts my attention and involvement 11 My teacher has high requirement which imposes pressure on me 12 I don‟t feel that my teachers understand my preference and learning styles 13 I don‟t feel the classroom atmosphere positive enough * Linguistic self confidence Choice Result Choice Result 10 13 15 12 4 2.67 2.29 Choice Result Choice Result 1 17 10 14 4 2.58 2.8 Choice Result 15 3.25 14 I feel I am making progress in English this semester 15 Good or even high grades in English are within my competence 16 I feel reluctant to volunteer in class due to my fear of making mistakes 17 I am eager for English class because this subject is my strength and I can have good performance 18 I prefer challenging tasks because they help me upgrade my language level 19 It always takes me long to understand teachers‟ instructions or guidelines 20 At class, I want to enroll in activities but never I dare to volunteer * Classroom behaviors Choice Result Choice Result Choice Result 2 14 16 12 4 12 2.5 2.19 3.06 Choice Result 19 4 1.96 Choice Result 17 2.16 Choice Result 13 3.38 Choice Result 2 9 10 2.96 21 My concentration on the lessons cannot last long and I tend to other things (like chatting with my friends, drawing in the book, completing exercises of other subjects and so on.) 22 During the class time I always try to stay focus in the lessons 23 Although some time I find parts of English lessons uninteresting to me, I still follow my teachers‟ instruction and take note carefully 24 I am willing to give answers to teachers‟ questions 25 When my teacher is talking or my Choice Result 10 Choice Result Choice Result 1 2 3 17 14 12 14 5 Choice Result Choice 2 10 11 5 XXI 3.19 3.29 3.38 2.8 classmates are presenting, seldom Result I consistently listen or take note 26 I always find ways to encourage Choice myself to reduce my anxiety or Result nervousness before presenting ideas or performing tasks in front of class 27 I tend to choose the easiest Choice exercises to complete and give up on Result the more challenging ones POST-TREATMENT QUESTIONNAIRE 17 2.54 21 3.77 13 11 3.22 (Student English-learning Motivational State adapted from Guilloteaux (2007) Questionnaire 2: How You feel about the new teaching-learning models: VARK Dear students I am doing my MA research focusing on students‟ learning English motivation; and I need your help by completing the below questionnaire This helps me have an insight in student‟s motivation and then the results from this questionnaire can contribute towards more effective English classes in the future There is no right or wrong answer, I will be very grateful if you answer ALL the questions honestly and accurately All your personal information will be kept definitely confidential You DO NOT have to write your name in the papers Please answer the following questionnaires by circling the number (1, 2, 3, or 5) which appears most applicable to you = definitely not true = not true = somewhat true * Attitudes toward VARK teaching-learning models VARK even increased my nervousness, anxiety and embarrassment when learning English VARK proposes a very new teaching-learning model which address my preference VARK wastes my time both in preparing and searching for information to study English VARK helps increase my interest in studying English VARK helps improve my vocabulary and skills (listening, reading, speaking and writing) VARK helps enrich my vocabulary bank VARK provides me with some social rules of the language use in real communication = true = absolutely true Choice Result 16 2.09 Choice Result 2 21 3.6 Choice Result 1 16 2.67 Choice Result Choice Result 1 2 2 10 15 21 5 Choice Result Choice Result 1 18 16 5 XXII 3.67 3.67 3.48 3.35 VARK provides me opportunities Choice to practice English in real-like Result 14 12 3.32 situations and contexts VARK provides me authentic in- Choice put which is meaningful for my Result 15 11 3.29 future work and study 10 VARK makes English lessons Choice more enjoyable to me Result 17 3.58 11 VARK makes me have more Choice engagement in classroom activities & Result 15 13 3.32 tasks 12 VARK does not appear to be Choice interesting to me Result 17 2.13 13 VARK model is not suitable for Choice me because I learnt little from it Result 15 2.16 * Attitudes toward learning English after participating in VARK teaching-learning model 14 English is still not my choice to Choice explore whenever I have self-study Result 14 12 time 15 English becomes one of my Choice favorite subjects Result 10 13 16 I am more eager to come to Choice English class because I can have Result 17 10 good time with my teacher and classmates * Linguistic self-confidence after participating in VARK teaching-learning model 17 VARK helps me make progress Choice in English Result 11 15 18 I expect to get higher results in Choice English this semester Result 21 19 Now it is easier for me to Choice understand and follow English Result 13 15 lessons 20 I still have big fear in making Choice mistakes in English lessons Result 8 10 21 I still find it uneasy to perform Choice any task or activity in front of the Result 15 class * Classroom behaviors after participating in VARK teaching-learning model 22 I try to concentrate more in the classroom activities and I no longer want to other things (such as: chat with my friends, draw in the book, complete exercises of other subjects and so on.) 23 During the class time, I always try to stay focus in the lessons 24 Although some time I find parts 5 5 10 5 Choice Result 1 2 12 14 Choice Result Choice 1 2 15 14 5 XXIII 2.64 2.93 3.48 4.93 3.48 3.13 3.51 3.45 3.58 of English lessons uninteresting to me, I still follow my teachers‟ instruction and take note carefully 25 I am more willing to give answers to teachers‟ questions 26 When my teacher is talking or my classmates are presenting, I still often not listen or take note 27 I always find ways to encourage myself to reduce my anxiety or nervousness before presenting ideas or performing tasks in front of class 28 I still tend to choose the easiest exercises to complete and give up on the more challenging ones Result 18 Choice Result Choice Result 1 1 12 14 13 11 5 Choice Result 10 16 3.35 Choice Result 11 10 10 2.96 XXIV 3.45 3.22 2.71 APPENDIX Lesson Plan Unit 10: Criminal Investigation Period 10.1 Criminal Investigation Length: 50 minutes Objectives: By the end of the lesson, students will be able to: - talk about crime - realize crime type CONTENTS I LEAD-IN II DEVELOPMENT STUDENTS’ ACTIVITIES - Get the class to settle down and check the - Report attendance students attendance - Listen carefully - Introduce some words related to the topic - Introduce the new lesson 10.1.1 Criminal Investigation Vocabulary: Crime Task * Mind-map - T write the word CRIME on the board, ask students to work in group of 3-4 to create a mind-map about types of crime - T may give examples: pick-pocketing - T goes around observe students‟ mind-map and then calls students to give their ideas * Brainstorming & group discussion - T asks students to work in group of 3, pick up types of crime to discuss making their own definition for the three crimes - T calls 2-3 students to stand up and present their definitions, other members listen, take note and give feedback - Introduce the task: listen to the definitions and number them in the right order - Ask students to the task - Ask for students‟ answer and explanation (T may ask them to repeat what they heard) - Listen to teacher *Hand-out take-noting - Do the task - T delivers handout of definitions of types of - Answer crime T ask students to work individually, using their memory to fill in the blanks to complete the note - T may re-play the audio for checking - Listen to teacher * Game: quick eyes - T divides class into big groups T plays the videos about criminal activities (once only) - Do the task TEACHER’S ACTIVITIES XXV Each representative of the group takes turn to run fast to the stage and rewrite one type of crime on their paper - The winner will be the one complete in the shortest time and have more correct answers * Group discussion - T asks students to work in group of 3, to answer the question: “What you think the most serious crime is?” - T encourages students to list their ideas and draw on their handout Task *2a: Pair work: matching headlines - Introduce the task: read the newspaper stories about crimes Do matching exercise in pair: one student read the newspaper stories and share the information with his partner who will listen and match the title with the suitable stories The pair finishing the task in the shortest time and has the most correct answers will be the winner *2b: Individual work: T/F exercise - Ask students to work individually, read the stories carefully to the task Ball-game - T throw the ball to ask students to stand up, give answer and give explaination III CLOSING - Answer - Work in group - The representative comes to the stage and give answers - Discuss in group - Complete handouts and make presentations - Do pair work - Work individually - Do the activity - Ask students to recall their memory and - Listen summarize the content of the lesson - Write the homework - Assign homework to the students XXVI Period 10.1.2 Police Surveillance Length: 50 minutes Objectives: By the end of the lesson, students will acquire knowledge about police surveillance CONTENTS TEACHER’S ACTIVITIES - Get the class to settle down and check the students attendance - Review the previous lesson: * Miming game - T prepares pieces of paper about types of crimes Ask students to work in big groups, each representative of the groups come to the board, pick a piece of paper and act to illustrate the type of crime The members will guess the word, each group has one trial only Time allowance for each group is minutes - The group having the most correct answers will be the winners 10.1.2 Police Surveillance II DEVELOPMENT Vocabulary Task - Introduce the task: T quickly does a short interview to check student‟s background knowledge about surveillance Mini game: quick eyes - T asks students to work in group of and give each group a set of photos (12 photos) T asks students to quickly find the photos which are bout police surveillance The winner group will be the one comple tha tast in the shortest time and give correct explaination - Ask students to pair work discussing about the questions: + What is surveillance? + Why conduct suverillanece? - Let students read the text individually about police surveillance to check ideas - Ask students to check their ideas with friens - T asks students to matching exercise individually then give answers 1- D 2- A 3–C 4–E 5–B I LEAD-IN XXVII STUDENTS’ ACTIVITIES - Report attendance - Listen carefully - Listen to teacher - Stand up and answer teacher‟s questions - Work in group - Look at the photos - Give answers and explaination - Discuss in pairs - Present ideas - Work individually reading the text - Discuss answers - Work individually and answer - T plays a short video about police surveillance in the UK then give questions for discussion: + What equiments they use? + In what circumstance can we that kind of techniques? - T asks students to come up to have short presentations Listening Task - Introduce the task: listen a criminal police officer talking about police surveillance and answer questions to find information Then listen again to fill in the blanks - Ask students to the task - Ask students to give answer 1- Email, fax, Internet and telephone communication – People and places – A hidden camera and recording equipment – ABC method – An active role *Role-play activity - T prepares cards about the situations and types of police surveillance T asks students to work in group of 3-4 T invites groups to come up to the stage and role-play the types of surveillance Other members watch and try to guess the correct type being illustrated - T asks students to refer to the working context of Vietnamese policeman and discuss in group of 3-4 about the types and techniques that are frequently applied in the real working situations - T goes around to observer, listen and support if needed Then, T encourages the groups to present their ideas III CLOSING - Summarize the content of the lesson - Assign homework to the students XXVIII - Watch the video - Listen to teacher‟s questions - Discuss in group and make presentations - Do the task - Answer - Work in group and discuss to plan, then complete the roleplay - Work in group - Present ideas - Listen Write homework the ... like an enormous task ii DECLARATION I hereby certify that the minor thesis entitled “ Application of VARK learning styles model in promoting motivation of non- English major students in English class. .. single type of motivation when learning a second language The motivation of learning a second language is usually a combination of different forms of orientations He has cited an example of international... categorizing human cognitive abilities, and combinations of abilities, heightening our awareness of what makes learning possible and effective for individual students By integrating VARK learning styles