An investigation into the gap between teachers’ teaching styles and learners’ learning styles at school of foreign languages, thai nguyen university

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACUTY OF POST-GRADUATE STUDIES TRẦN THI ̣NGÂN AN INVESTIGATION INTO THE GAP BETWEEN TEACHERS’ TEACHING STYLES AND LEARNERS’ LEARNING STYLES AT SCHOOL OF FOREIGN LANGUAGES, THAI NGUYEN UNIVERSITY TÌM HIỂU KHOẢNG TRỐNG TRONG PHONG CÁCH GIẢNG DẠY CỦA GIẢNG VIÊN VÀ PHONG CÁCH HỌC TẬP CỦA SINH VIÊN TẠI KHOA NGOẠI NGỮ, ĐẠI HỌC THÁI NGUYÊN M.A COMBINED PROGRAMME THESIS Field : English Teaching Methodology Code: 60140111 Hanoi, 2017 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACUTY OF POST-GRADUATE STUDIES TRẦN THI ̣NGÂN AN INVESTIGATION INTO THE GAP BETWEEN TEACHERS’ TEACHING STYLES AND LEARNERS’ LEARNING STYLES AT SCHOOL OF FOREIGN LANGUAGES, THAI NGUYEN UNIVERSITY TÌM HIỂU KHOẢNG TRỐNG TRONG PHONG CÁCH GIẢNG DẠY CỦA GIẢNG VIÊN VÀ PHONG CÁCH HỌC TẬP CỦA SINH VIÊN TẠI KHOA NGOẠI NGỮ, ĐẠI HỌC THÁI NGUYÊN M.A COMBINED PROGRAMME THESIS Field : English Teaching Methodology Code: 60140111 Supervisor: Assoc Professor Dr Le Van Canh Hanoi, 2017 AUTHORSHIP DECLARATION I hereby declare that this submission is my own work and it contains no material previously written by other people or published in both online and printed version This is true copy of the thesis, including any required final versions, as approved by my instructor I understand that my thesis may be made electrically available to the public Hanoi, 2017 Trầ n Thi Ngân ̣ i ACKNOWLEDGEMENT First and foremost, I would like to express my sincere gratitude to my supervisors Associate Professor Le Van Canh for his excellent supervision and careful guidance in the completion of this thesis He provided me with valuable experience and comments, and I always greatly appreciate it I am grateful to teacher, Dr Tran Thi Nhi for her inspiration and endless encouragement throughout my academic life Without her tremendous support in the past four years, my dream of becoming a tertiary teacher would not become true I would also acknowledge the principals and the heads of departments of School of Foreign Languages, Thai Nguyen University who permitted the research I thank all of my research participants who have contributed to this study Last but not least, I would like to thank my parents and my husband for their unconditional love and support throughout my life ii ABSTRACT English language teaching and learning styles play a crucial role in the success of both teachers and learners Research has shown that a match between learning styles and teaching styles will improve students learning experience and achievements (Cornett 1983) According to Willing (1988 p.1) “An effort to accommodate learning styles by choosing suitable teaching styles, methodologies and course organization can result in improved learner satisfaction and attainment” Whereas, the mismatch between teachers‟ teaching styles and learners‟ learning styles is very likely to happen and it not only leads to students‟ frustration and demotivation in learning but also greatly affects their performances Instructors, confronted by low test grades, unresponsive or hostile classes, poor attendance and dropouts, may become overly critical of the students or begin to question their own competence as teachers Despite its extreme importance, the matter of match or mismatch between these two factors received very little attention in our teaching and learning context Therefore, this paper aims to investigate the major teaching and learning style preferences of teachers and students at School of Foreign Languages, Thai Nguyen University Also, it is going to point out the intertwine relationship between teachers‟ teaching styles and learners‟ learning styles as well as the importance of matching them in Vietnamese context It also investigates into the perceptions of teachers and students on this matter, together with their major teaching and learning style preferences Moreover, recommendations and suggestions on how to understand teachers and learners‟ preferences and bridge the gap between them will be discussed iii LIST OF TABLE Table 2.1 Definitions of learning styles Table 2.2.Grasha’s identification of teaching styles 25 Table 3.1.The Likert Scale of the Learning Style Questionnaire and the Teaching Style Questionnaire 38 Table 3.2 The Major, Minor and Negative Learning/Teaching Styles 39 Table 4.1.Demographic Information: Gender and Year at University 43 Table 4.2:Demographic Information: Years of studying English 43 Table 4.3: Demographic Information: Studying Major 44 Table 4.4.Students’ Learning Styles Preferences .45 Table 4.5 Teachers’ Demographic Information 47 Table 4.6.Teachers’ Teaching Styles Preferences 48 iv LIST OF FIGURES Figure Conceptual Framework of the Study 29 Figure 3.2 Qualitative data analysis procedure 40 Figure 4.1 Students’ major, minor and negative learning styles 45 v TABLE OF CONTENTS AUTHORSHIP DECLARATION i ACKNOWLEDGEMENT ii ABSTRACT iii LIST OF TABLE iv LIST OF FIGURES v TABLE OF CONTENTS vi CHAPTER 1: INTRODUCTION 1.1 Overview 1.2.Rationale of the study 1.3 English Languages Teaching and Learning at School of Foreign Languages - TNU (SFL-TNU) 1.4 Objectives of the study: 1.5 Research questions 1.6 Structure of the study .5 CHAPTER 2: LITERATURE REVIEW 2.1 Overview 2.2 Theoretical background 2.2.1 Learning styles .6 2.2.1.1 Introduction to Learning styles 2.2.1.1 Definition of learning styles Table 2.1 Definitions of learning styles 2.2.2 Different theories and models of learning styles 2.2.3 Elements of Learning Styles .13 2.2.4 Teaching styles 14 2.3 Literature review of related studies .18 2.3.1 The relationship between teaching and learning styles 18 2.3.1.1 Matches between teachers’ teaching styles and learners’ learning styles 18 vi 2.3.1.2 Mismatches between teachers’ teaching styles and learners’ learning styles 20 2.3.2 Previous studies on the match and mismatch between teaching styles and learning styles .23 2.3.2.1 Studies in learning styles .23 2.3.1.5 Studies in teaching styles .25 CHAPTER 3: METHODOLOGY 29 3.1 Overview 29 3.2 Conceptual Framework 29 3.4 Research method 30 3.4.1 Quantitative research method 30 3.4.2 Qualitative research approach 31 3.5 Participants 31 3.6 Research Procedure 32 3.6.1 Research design .32 3.6.2 Research Instruments 33 3.7 Data analysis 38 3.7.1 Quantitative data analysis 38 3.7.2 Qualitative data analysis 39 3.8 Chapter summary 40 CHAPTER 4: RESEARCH RESULTS 42 4.1 Chapter Overview 42 4.2 Qualitative results 42 4.2.1 Results from questionnaire survey with student participants 42 4.3 Qualitative Results 48 4.3.1 Students’ learning styles 48 4.3.2 SFL-TNU teachers’ teaching styles 57 4.4 Chapter summary 63 CHAPTER 5: DISCUSSION 64 vii 5.1 Overview: .64 5.2 Summary of the research’s finding .64 5.2.1 Learning style preferences of students at SFL-TNU 64 5.2.2 Teachers’ teaching styles at School of Foreign Language, TNU 65 5.2.3 Matching or mismatching between teaching and learning styles: 67 5.3 Chapter summary 67 CHAPTER 6: CONCLUSION .69 6.1 Overview 69 6.2 Educational implication .69 6.2.1 Understanding students’ ability to accept unfamiliar styles of teachers 69 6.2.2 Understanding the existence of differences in the classroom 69 6.2.3 Implementing small class size 70 6.3 Limitation of the research 70 6.4 Suggestions for further research 71 6.5 Chapter summary 72 REFERENCES 73 APPENDICES I APPENDIX A: LEARNING STYLE PREFERENCE QUESTIONNAIRE WITH STUDENTS II SELF-SCORING SHEET V EXPLANATION OF LEARNING STYLE PREFERENCES VII APPENDIX B: TEACHING STYLE PREFERENCE QUESTIONNAIRE WITH TEACHERS IX APPENDIX C: PROMPT INTERVIEW QUESTIONS WITH STUDENTS XIII APPENDIX D: PROMPT INTERVIEW QUESTIONS WITH TEACHERS XIV viii Pashler, H., McDaniel, Rohrer, D & Bjork, R (2009) Learning styles: Concepts and evidence Psychological Science in the Public Interest (WileyBlackwell), 9(3), 105-119 doi:10.1111/j.1539-6053.2009.01038.x Rosenfeld, M., & Rosenfeld, S (2008) Developing effective teacher beliefs about learners: The role of sensitizing teachers to individual learning differences Educational Psychology, 28(3), 245-272 doi:10.1080/01443410701528436 Stitt-Gohdes, W L (2003) “Student Teachers and Their Students: Do Their Instructional and Learning Preferences Match?” Business Education Forum 57, no 4, 22-27 Wallace, W And R Oxford (1992) Disparity in learning Styles and teaching styles in the ESL classroom: does this Mean war?.AMTESOL Journal, 1, 45-68 Williamson, M F., & Watson, R L (2007) Learning styles research: Understanding how teaching should be impacted by the way learners learn: Part III: Understanding how learners' personality styles impact learning Christian Education Journal, 4(1).62-77 Willing.K (1988) Learning styles in adult migrant Education Adelaide: National Curriculum Resource Center 76 APPENDICES Appendix A: Learning style preference questionnaire for students Appendix B: Teaching style preference questionnaire for teachers Appendix C: Prompt interview questions for students Appendix D: Prompt interview questions for teachers I APPENDIX A: LEARNING STYLE PREFERENCE QUESTIONNAIRE WITH STUDENTS Language Learning Style Preference Questionnaire Thank you for spending your time on completing this survey Your feedback is of great importance in finalizing my research on Teachers’ Teaching Styles and Learners’ Learning Styles This survey should take no more than 20 minutes of your time Your answer will be definitely anonymous and used for the research only In order to acquire the survey, please follow the instruction under each question carefully Please tick the box for questions from to Gender: Major: Male Female English Teacher Education English Bachelor Program Year of study: Years of studying English: II More than Directions This questionnaire has been designed to identify the way(s) you learn best – the way(s) you prefer to learn Read each statement on the following pages Please respond to the statements AS THEY APPLY TO YOUR STUDY This questionnaire uses the following rating scale when responding to each item: Strongly agree Agree Somewhat agree Somewhat disagree Disagree Strongly disagree For example, if you agree with the statement, please circle ❺… Please respond to each statement quickly, without too much thought Try not to change your responses after you choose them I learn best by reading what the teacher writes on the board and/or power-point presentation 2 I learn better in class with oral instructions 3 I prefer to learn by doing practical work in class (Eg Practice writing a good instruction in an academic writing 5 lesson) I learn more when I can make something by myself (Eg Giving a poster presentation) I like it when I work with other students 6 I learn best by working on individual tasks I remember things I have heard in class better than things I have read When I read instructions, I learn them better When I things in the class, I learn better (Eg Jotting down vocabulary meanings, instead of reading handouts given by teachers only) project (Eg Collecting and summarizing readings for a class project) 11 I learn more when I study with other students 10 I learn more when I make something for the class III 12 When I work alone, I learn better Practicing how to cite an article in class, instead of reading referencing manuals given by the teachers) 14 I like teachers explaining language concepts by making drawings (Eg Concept mapping/ mind mapping) 15 I think I understand language concepts (eg Grammar) better with written notes than oral explanation 6 17 I understand things better in class when I participate in active activities (Eg Role playing) 18 When I construct something, I remember what I have learnt better (Eg Writing my own notes for revision) 19 I enjoy working on an assignment with two or three classmates 20 I think having personal consultation with my lecturers helps me understand new concepts or things that I not understand 21 I learn more by reading textbooks than by listening to lectures 22 I learn better with instructions that allow me to hear what I am learning 23 I learn better when I study with others 24 I prefer to work by myself 13 I enjoy learning in class by doing practical work (Eg 16 I learn better in class when listening to a lecture (instead of reading a book) Thank you for your contribution IV SELF-SCORING SHEET Instructions There are questions for each learning category in this questionnaire The questions are grouped below according to each learning style Each question you answer has a numerical value: SA A SA SD D SD Fill in the blanks below with the numerical value of each answer For example, if you answered Strongly Agree (SA) for question (a visual question), write a number (SA) on the blank next to question below Visual - When you have completed all the numerical values for Visual, add the numbers Multiply the answer by 2, and put the total in the appropriate blank Follow this process for each of the learning style categories When you are finished, look at the scale at the bottom of the page; it will help you determine your major learning style preference(s), your minor learning style preference(s), and those learning style(s) that are negative V SELF-SCORING SHEET VISUAL AUDITORY - _ 11 - _ - _ 14 - _ 15 - _ 16 - 21 - _ 22 - _ Total _ x = _(Score) Total _ x = _(Score) KINESTHETIC TACTILE - _ - _ - _ 10 - _ 13 - _ 14 - _ 17 - _ 18 - _ Total _ x = _(Score) Total _ x = _(Score) INDIVIDUAL GROUP - _ - _ 12 - _ 11 - _ 20 _ 19 - _ 24 - _ 23 - _ Total _ x = _(Score) Total _ x = _(Score) Major Learning Style Preference 20-24 Minor Learning Style Preference 12-19 Negative Learning 11 or less VI EXPLANATION OF LEARNING STYLE PREFERENCES Students learn in many different ways The questionnaire you completed and scored showed which ways you prefer to learn English In many cases, students‟ learning style preferences show how well students learn material in different situations The explanations of major learning style preferences below describe the characteristics of those learners The descriptions will give you some information about ways in which you learn best VISUAL MAJOR LEARNING STYLE PREFERENCE Your learn well from seeing words in books, on the chalkboard, and in workbooks You remember and understand information and instructions better if you read them You don‟t need as much oral explanation as an auditory learner, and you can often learn alone, with a book You should take notes of lectures and oral directions if you want to remember the information AUDITORY MAJOR LEARNING STYLE PREFERENCE You learn from hearing words spoken and from oral explanations You may remember information by reading aloud or moving your lips as you read, especially when you are learning new material You benefit from hearing audio tapes, lectures, and class discussion You benefit from making tapes to listen to, by teaching other students, and by conversing with your teacher KINESTHETIC MAJOR LEARNING STYLE PREFERENCE You learn best by experience, by being involved physically in classroom experiences You remember information well when you actively participate in activities, field trips, and role-playing in the classroom A combination of stimulifor example, an audio tape combined with an activity will help you understand new material VII TACTILE MAJOR LEARNING STYLE PREFERENCE You learn best when you have the opportunity to “hands-on” experiences with materials That is, working on experiments in a laboratory, handling and building models, and touching and working with materials provide you with the most successful learning situation Writing notes or instructions can help you remember information, and physical involvement in class related activities may help you understand new information GROUP MAJOR LEARNING STYLE PREFERENCE You learn more easily when you study with at least one other student, and you will be more successful completing work well when you work with others You value group interaction and class work with other students, and you remember information better when you work with two or three classmates The stimulation you receive from group work helps you learn and understand new information INDIVIDUAL MAJOR LEARNING STYLE PREFERENCE You learn best when you work alone You think better when you study alone, and you remember information you learn by yourself You understand new material best when you learn it alone, and you make better progress in learning when you work by yourself MINOR LEARNING STYLES In most case, minor learning styles indicate areas where you can function well as a learner Usually a very successful learner can learn in several different ways NEGATIVE LEARNING STYLES Often, a negligible score indicates that you may have difficulty learning in that way One solution may be to direct your learning to your stronger style Another solution might be to try to work on some of the skills to strengthen your learning style in the negligible area VIII APPENDIX B: TEACHING STYLE PREFERENCE QUESTIONNAIRE WITH TEACHERS Language Teaching Style Preference Questionnaire Thank you for spending your time on completing this survey Your feedback is of great importance in finalizing my research on Teachers’ Teaching Styles and Learners’ Learning Styles This survey should take no more than 20 minutes of your time Your answer will be definitely anonymous and used for the research only In order to acquire the survey, please follow the instruction under each question carefully Please tick the box for questions from to Gender: Male Female What is the highest academic qualification that you have attained? Bachelor‟s Degree Master‟s Degree Doctoral Degree Other (Please specify: ( ) Did you receive professional training on teaching English as a second/foreign language? Yes (Please specify: ) No How long have you been working as an English as a foreign language teacher? Less than years – years years IX – 10 years 11 – 15 How many years have you taught English as a foreign language at university? Less than years – years – 10 years More than 10 years Directions This questionnaire has been designed to identify the way(s) you learn best – the way(s) you prefer to teach English Read each statement on the following pages Please respond to the statements AS THEY APPLY TO YOUR TEACHING This questionnaire uses the following rating scale when responding to each item: Strongly agree Agree Somewhat agree Somewhat disagree Strongly disagree Disagree For example, if you agree with the statement, please circle ❺… Please respond to each statement quickly, without too much thought Try not to change your responses after you choose them I think students learn best by reading what I write on the board and/or PowerPoint presentations Students learn better in class with oral instructions I like giving students practical work in class (E.g Practise writing a good introduction in an academic writing lesson.) 6 5 4 I think students learn more by making something by themselves (E.g Giving a poster presentation.) I try to encourage students to work with each other 6 I think students learn best by working on individual tasks 6 I think students remember things they have heard in class better than things they have read I think students learn better with written instructions X I think students learn better if they things in class (E.g Jotting down vocabulary meanings, instead of relying on 6 11 Students learn more when they study with other students 12 Students learn better when they work alone 6 6 6 6 handouts given by teachers.) 10 Students learn more when they make something for a class project (E.g Collecting and summarizing readings for a class project.) 13 I think students enjoy learning in class by doing practical work (E.g Practicing how to cite an article in class, instead of reading referencing manuals given by the teachers.) 14 When possible, I explain language concepts by making drawings (e.g concept mapping / mind mapping) 15 I think students understand language concepts (e.g grammar and vocabulary) better with written notes than oral explanation 16 I think students learn better when listening to a lecture (instead of reading a book) 17 I think students understand things better in class with active activities (e.g role-playing) 18 I think asking students to construct something helps them remember things better (E.g Writing and organizing their own notes for revision.) 19 Students enjoy working on assignments with two or three classmates 20 I think having personal consultation with my students helps them understand new concepts or things that they not understand XI 21 I think students learn more by reading textbooks than by 6 23 I think students learn better when they study with others 34 I think students prefer to work by themselves listening to lectures 22 I think students learn better with instructions that allow them to hear what they are learning Thank you for your contribution XII APPENDIX C: PROMPT INTERVIEW QUESTIONS WITH STUDENTS To what extent you think your questionnaire results reflect your preferred learning styles? What you think about your teachers‟ teaching styles? Do you think your teachers really teach the way you like? To what extent you think the match/mismatch between your learning style preferences and your instructors‟ teaching styles affects your language learning? Other related questions XIII APPENDIX D: PROMPT INTERVIEW QUESTIONS WITH TEACHERS To what extent you think your questionnaire results reflect your preferred teaching styles? What you think about students‟ learning styles? To what extent you think the match/mismatch between your learning style preferences and your instructors‟ teaching styles affects your students‟ language learning and your own teaching? Other related questions XIV ... theories of match or mismatch between teaching and learning styles, the teaching and learning context at School of Foreign Languages, TNU, the rationale, objectives and structure of the study Chapter... between teaching and learning styles is presented Then, the rationale followed by the background information of teaching and learning status at School of Foreign Languages - Thai Nguyen University. .. stated that “learners have their own learning styles and learning strength and weaknesses, and that a mismatch between teaching and learning causes learning failure, frustration and demotivation”