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 .4 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 * 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 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 BXT CVC ĐĐT DXV DVT HAT HKT LML NXH NMC PQĐ THM TTL VVT NVV PTV 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 * Attitudes toward learning English STATEMENTS subject, I feel so happy to study this language English This semester, lessons, we can gain many knowledge that can be useful in the future or in our work in English this semester I have no choice but complete this English course After classes, I devote much of my time for English XX * Opinions toward current English teaching and learning styles I enjoy my English lessons because my teachers can attract me 10 interesting, attention and involvement 11 which imposes pressure on me 12 understand learning styles 13 atmosphere positive enough * Linguistic self confidence which 14 English this semester 15 English are within my competence 16 class due to my fear of making mistakes 17 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 understand guidelines 20 activities but never I dare to volunteer * Classroom behaviors teachers‟ 21 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 of English lessons uninteresting to me, I still follow my teachers‟ instruction and take note carefully 24 teachers‟ questions 25 When my teacher is talking or my XXI classmates are presenting, seldom I consistently listen or take note 26 I always find ways to encourage myself to reduce my anxiety or nervousness before presenting ideas or performing tasks in front of class 27 I tend to choose the easiest exercises to complete and give up on the more challenging ones POST-TREATMENT QUESTIONNAIRE (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 = true = absolutely true * Attitudes toward VARK teaching-learning models VARK nervousness, embarrassment English teaching-learning address my preference preparing information to study English in studying English VARK vocabulary and skills (listening, reading, speaking and writing) VARK helps enrich my vocabulary bank social rules of the language use in real communication even and help XXII VARK provides me opportunities to practice English in real-like situations and contexts VARK provides me authentic in- put which is meaningful for my future work and study 10 VARK makes English lessons more enjoyable to me 11 VARK makes me have more engagement in classroom activities & tasks 12 VARK does not appear to be interesting to me 13 VARK model is not suitable for me because I learnt little from it * Attitudes toward learning English after participating in VARK teaching-learning model 14 explore whenever I have self-study time 15 favorite subjects 16 English class because I can have good time with my teacher and classmates * Linguistic self-confidence after participating in VARK teaching-learning model 17 in English 18 English this semester 19 understand and follow English lessons 20 mistakes in English lessons 21 any task or activity in front of the class * Classroom behaviors after participating in VARK teaching-learning model 22 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 try to stay focus in the lessons 24 XXIII 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 XXIV 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 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 - Complete handouts 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 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 I LEAD-IN II DEVELOPMENT XXVII - T plays a short video about police surveillance - Watch the video in the UK then give questions for discussion: + What equiments they use? + In what circumstance can we that kind of - Listen to teacher‟s techniques? questions - T asks students to come up to have short - Discuss in group presentations and make presentations Listening Task - Introduce the task: listen a criminal police - Do the task officer talking about police surveillance and - Answer 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 - Work in group and types of police surveillance T asks students to discuss to plan, then 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 - Work in group 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 III CLOSING XXVIII ... 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