An assessment of learning needs among students studying english

VIETNAM NATIONAL UNIVERSITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES NGUYEN THANH DUONG AN ASSESSMENT OF LEARNING NEEDS AMONG STUDENTS STUDYING ENGLISH SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER IN TESOL SUPERVISOR DENIS BERG, PhD HO CHI MINH CITY, NOVEMBER 2009 CERTIFICATE OF ORIGINALITY I hereby certify my authorship of the thesis submitted today entitled: AN ASSESSMENT OF LEARNING NEEDS AMONG STUDENTS STUDYING ENGLISH In terms of statement of Requirements for Theses in Master’s Programme issued by Higher Degree Committee Ho Chi Minh City, November 2009 THANH DUONG NGUYEN i RETENTION AND USE OF THE THESIS I hereby state that I, THANH DUONG NGUYEN, being the candidate for the degree of Master in TESOL, accept the requirements of the University relating to the retention and use of Master’s theses deposited in the Library In terms of these conditions, I agree that the original of my thesis deposited in the Library should be accessible for purposes of study and research, in accordance with the normal conditions established by the Library for the care, loan or reproduction of the theses Ho Chi Minh City, November 2009 THANH DUONG NGUYEN ii ACKNOWLEDGEMENTS First, I would like to express my gratitude to my thesis supervisor, Sir Denis Berg, Ph.D., who read my manuscript with great care, detailed and sensible guidance and encouragement, gave thoughtful and insightful comments, and provided valuable support in the very preparation and the Introduction of the thesis I am also grateful to Duy Minh Vo, class monitor, who helped me with data analysis process and his reading of the last draft My special thanks go to the teachers and the students of Au Viet School who were very supportive and responsive to the survey questionnaires and interviews In addition, Mr Ngoc Tam Nguyen, Mr Thanh Binh Nguyen, Ms Hong Nguyen Nguyen, Truong Sa Nguyen, my colleagues and friends, were particularly of great help with enthusiastic encouragement, interesting ideas for the finish of the thesis and I am indebted to all my colleagues, classmates and friends who give me valuable advice and assistance in developing the study Finally, I am greatly indebted to Thanh Binh Nguyen and Thi Ngoan Nguyen, my parents who, as always, have been whole heartedly supportive For the months of writing the thesis, Dad and Mum have taken care of everything so that their son could devote all his time to the writing of the thesis iii ABSTRACT The thesis investigated the learning styles of students at Au Viet Technology and Economics School in Binh Thanh district, HoChiMinh city The research questions of this study particularly addressed the students’ learning styles in terms of sensory preferences: Visual (V), Aural (A), Read/Write (R) and Kinesthetic (K) The study was carried out through the use of VARK survey, interviews and score comparison of classes in five different disciplines at this school i.e., Nursing, Banking Finance, Informatics, Accounting, and Tourism The survey revealed that preferences for Kinesthetic (K) and Aural (A) learning styles were high among students across disciplines while those for Read / Write (R) were rather low Visual (V) learning received the smallest number of answers from respondents The survey also showed that how often students use computer did not affect their preference for a particular learning style Mismatch between teachers’ teaching styles and students’ learning styles and its effects were also discovered through the study More importantly, the investigation pointed out significant differences and similarities in the learning styles of students across the five disciplines Particularly, Informatics students had higher preference for Visual while this was much lower in the other disciplines.The preference for Read / Write learning was similarly higher for Nursing, Banking Finance and Accounting while this was lower for Informatics and Tourism However, all the disciplines expressed similarly high preferences for Aural and Kinesthetic learning iv TABLE OF CONTENTS Certificate of originality I Retention and use of the thesis II Acknowledgement III Abstract IV Table of contents V List of tables VIII List of figures IX List of Abbreviations X CHAPTER 1: INTRODUCTION 1.1 Background to the study 1.2 Rationale of the study 1.3 The research questions 1.4 Significance of the study 1.5 Scope of the study 10 1.6 Overview of the study 11 1.7 Definition of terms 12 CHAPTER 2: LITERATURE REVIEW 14 2.1 Introduction 14 2.2 Learning Styles 15 2.2.1 Origins of the Style concepts 15 2.2.2 Definitions of learning styles 15 2.2.3 Learning Styles versus Learning strategies 17 v 2.2.4 Cognitive Styles versus Learning Styles 18 2.2.5 Dimensions of Learning styles 20 2.2.5.1 Field independence and field dependence; analytic and global styles 20 2.2.5.2 Sensory preferences 22 2.2.5.3 Extraversion and intrversion 24 2.2.5.4 Intuitive and concrete – sequential styles 25 2.2.5.5 Closure – oriented and open styles 26 2.3 Learning styles Issues in Education 26 2.3.1 Learning styles research 26 2.3.2 Mismatch between teaching and learning styles 31 2.3.3 Development of styles 34 2.3.4 Styles implementation 36 2.4 Learning styles and approaches: The learning–centred tradition 39 CHAPTER 3: METHODOLOGY 42 3.1 Research design 42 3.1.1 Questionnaire 43 3.1.1.1 Population 43 3.1.1.2 Selecting a learning style instrument 44 3.1.1.3 The VARK questionnaire 48 3.1.1.4 Administering the questionnaire 50 3.1.1.4.1 Piloting the questionnaire 50 3.1.1.4.2 Distributing the questionnaire 50 3.1.2 Interviews 51 vi 3.1.2.1 Subjects 51 3.1.2.2 Question design 52 3.1.2.3 Interview procedures 53 3.1.3 Score comparing procedures 54 3.2 Data analysis 54 CHAPTER 4: FINDINGS AND DISCUSSIONS 56 4.1 Findings from questionnaire 56 4.2 Findings from interviews 64 4.3 Findings from score comparison 69 4.4 Discussions 72 CHAPTER 5: PEDAGOGICAL IMPLICATIONS, LIMITATIONS AND CONCLUSION 78 5.1 Pedagogical implications 78 5.2 Limitations 84 5.3 Conclusion 85 BIBLIOGRAPHY APPENDIXES vii LIST OF TABLES Table 1: Overall distribution of VARK preferences of five disciplines Table 2: Overall distribution of VARK preferences among five disciplines Table 3:Distribution of Aural and Kinesthetic preferences across five disciplines Table 4: Distribution of Read/Write preferences across five disciplines Table 5: Distribution of Read/Write preferences among five disciplines Table 6: Students’ attitude to English classes through interviews Table 7: Teacher’s in-class activities mentioned by interviewees Table 8: Students’ preferred activities for English lessons mentioned in the interviews Table 9: Average score of five disciplines in the first semester Table 10: Average score of five disciplines in the second semester Table 11: Students’ average score for four learning styles in the 1st semester Table 12: Students’ average score for four learning styles in the 2nd semester viii LIST OF FIGURES Figure 1: Distribution of Gender among five disciplines Figure 2: Distrubtion of computer exposure frequency among five disciplines Figure 3: Overall distribution of VARK preferences of five disciplines Figure 4: Distribution of VARK preferences among five disciplines Figure 5: Distribution of Aural and Kinesthetic preferences across five disciplines Figure 6: Distribution of Read / Write preferences across five disciplines Figure 7: Distribution of Visual preferences among five disciplines ix Sims, R.S and Sims, S.J [eds.] 1995 The Importance of Learning Styles: Understanding the Implications for Learning, Course Design and Education Westport, Connecticut: Greenwood Press Smith, S.M., & Woody, P.C 2000, Interactive effect of multimedia instruction and learning styles, Teaching Psychology Publications NJ Snyder, R.F 2000, The relationship between learning styles/multiple intelligences and academic achievement in high school students, The High School Journal Retrieved on 25 February 2009: http://muse.jhu.edu/journals/high_school_journal Spolsky, B 1989 Conditions for second language learning Oxford University Press Spratt,M., Pulverness,A., Williams,M 2005 The [TKT] Teaching Knowledge Test Course Cambridge Cambridge University Press Stebbins, C 1995 Cultural-specific perceptual preferences of postsecondary students of English as a second language Boston: Heinle & Heinle Stellwagen, J.B 2001, A challenge to the learning style advocates, The Clearing House Sternberg, R.J 1997, Thinking Styles, Cambridge University Press, New York Tait, H., & Entwistle, N 1996, Identifying students at risk through ineffective study strategies Prentice-Hall, Englewood Cliffs, NJ Tang, C 1996 Collaborative learning: the latent dimension in Chinese students’ learning Hong Kong/Victoria, Australia: CERC/ACER Tiedemann, J 1989, Measures of cognitive styles: A critical review Learning & Training Technology, Birmingham, UK Tim Vierheller 2005 VARK Learning Styles Green Mountain Falls Colorado Retrieved on 17 April 2009: http://www.getallinformation.com 97 Tudor, I 1996 Learner-centredness as language education Cambridge University Press Velthouse, Betty 2003 Online education: Factors that influence its success University of Michigan - Flint School of Management Working Paper Series, No: 2003-04 Watkins, D.A and Biggs, J.B 1996 The Chinese Learner: Cultural, Psychological and Contextual Influences Hong Kong: CERC and ACER West, R 1994 Needs analysis in language teaching Language Teaching Plenum, New York Willing, K 1988 Learning styles in adult migrant education Adelaide, Australia: NCRC/AMEP Witkin, B R 1984 Assessing needs in educational and social programs San Francisco: Jossey-Bass Witkin, H.A 1964, Origins of cognitive style, in C Scheerer [ed.] Cognition: Theory, Research, Promise, Harper & Row, New York Wrigley, H., & Guth, G 1992 "Bringing literacy to life: Issues and options in adult ESL literacy." San Mateo, CA: Aguirre International Zhang, L.F 2001, Approaches and thinking styles in teaching, Journal of Psychology Retrieved on 18 March 2009: http://findarticles.com/p/articles 98 APPENDIXES Appendix 1: Questionnaire to sudents [Vietnamese version] PHI Ò SINH VIÊN 2008 Các b ên thân m Tôi tên Nguy àn Gi ãH H Hi s ình th ài Lu ên c ên R sinh viên giúp tơi hồn thành phi ki ò ên câu tr phi m ài – sai M ò thu th thích c b ên c ình V l ìm gi ù h ên, tính trung th ành công c ài nghiên c ày T ch nh ài nghiên c ày PH N 1: THÔNG TIN CÁ NHÂN Xin b òng cung c Gi nam B n ên ngành Du l -nhà hàng-khách s n Tài chính-ngân hàng k y–d cơng ngh c ngành khác _ có hay s khơng bao gi n 99 P M àm yêu thích c khoanh trịn c câu h câu Hãy B ình hu a b c d m hay `dependant' nên vi `dependent' : a Hình t ch b c d [photo] d a b c d a 100 b khu b c d không ph vi a b c hay không d Hãy th cm [mà khơng ph k èo thuy ìm lúc c d a b máy vi tính a 101 a ] b c d 11 a mua d 12 ìd a b làm c d chúng 13 B a b c Phát tài li d ên c àm m ành – tr ình, th ài li ình 102 14 B a S ã làm ph b Bài vi c Nh ã trao d S ìb ã 15 B b a Ch àb b H ã è ho ên ph b c Ch t d Nhìn xem nh ì hay xem hình c m 16 ài phát bi bi a Thi phát bi ìm hình b Vi c Vi àt ài phát bi d ài phát bi àh câu chuy àm cho phát bi mang tính th 103 Appendix 2: Questionnaire to student [English version] Date: November 25, 2008 Dear students, I’m Thanh-Duong Nguyen, a graduate student of The University of Social Sciences and Humanities in Ho Chi Minh City I am doing my master thesis on learning styles preferences I would like to ask you to help me by answering the following questions concerning your own learning style preferences This is not a test; there is no right or wrong answer It is also anonymous; i.e., you don’t write your name on survey I am just interested in your personal perceptions Please give your answer sincerely as only this will guarantee the success of my investigation I guarantee that the data you provide will stay confidential and will not be used for other purposes other than the analysis of this study Thank you for your collaboration Part 1: Background Information Please provide the following information about yourself What is your gender? Male Female What is your major? Hospitality and Tourism Banking Finance Accounting Nursing Computer sciences Other In any given week, how often you use computer? Never Sometimes Often, but not everyday Every day Part 2: About your preferred learning style: 104 In each of the following questions, please choose the ONE answer which best explains your preference and carefully and clearly circle the letter of the answer you prefer You are helping someone who wants to go to the airport, town center or railway station You would: a go with her b tell her the directions c write down the directions d draw, or give her a map You are not sure whether a word should be spelled `dependent' or `dependant' You would: a see the words in your mind and choose by the way they look b think about how each word sounds and choose one c find it in a dictionary d write both words on paper and choose one You are planning a holiday for a group You want some feedback from them about the plan You would: a describe some of the highlights b use a map or website to show them the places c give them a copy of the printed itinerary d phone, text or email them You are going to cook something as a special treat for your family You would: a cook something you know without the need for instructions b ask friends for suggestions c look through the cookbook for ideas from the pictures d use a cookbook where you know there is a good recipe A group of tourists want to learn about the parks or wildlife reserves in your area You would: a talk about, or arrange a talk for them about parks or wildlife reserves 105 b show them internet pictures, photographs or picture books c take them to a park or wildlife reserve and walk with them d give them a book or pamphlets about the parks or wildlife reserves You are about to purchase a digital camera or mobile phone Other than price, what would most influence your decision? a Trying or testing it b Reading the details about its features c It is a modern design and looks good d The salesperson telling me about its features Remember a time when you learned how to something new Try to avoid choosing a physical skill, e.g.; riding a bike You learned best by: a watching a demonstration b listening to somebody explaining it and asking questions c diagrams and charts - visual clues d written instructions – e.g a manual or textbook You have a problem with your knee You would prefer that the doctor: a gave you a web address or something to read about it b used a plastic model of a knee to show what was wrong c described what was wrong d showed you a diagram of what was wrong You want to learn a new program, skill or game on a computer You would: a read the written instructions that came with the program b talk with people who know about the program c use the controls or keyboard d follow the diagrams in the book that came with it 10 I like websites that have: a things I can click on, shift or try 106 b interesting design and visual features c interesting written descriptions, lists and explanations d audio channels where I can hear music, radio programs or interviews 11 Other than price, what would most influence your decision to buy a new non-fiction book? a The way it looks is appealing b Quickly reading parts of it c A friend talks about it and recommends it d It has real-life stories, experiences and examples 12 You are using a book, CD or website to learn how to take photos with your new digital camera You would like to have: a a chance to ask questions and talk about the camera and its features b clear written instructions with lists and bullet points about what to c diagrams showing the camera and what each part does d many examples of good and poor photos and how to improve them 13 Do you prefer a teacher or a presenter who uses: a demonstrations, models or practical sessions b question and answer, talk, group discussion, or guest speakers c handouts, books, or readings d diagrams, charts or graphs 14 You have finished a competition or test and would like some feedback You would like to have feedback: a using examples from what you have done b using a written description of your results c from somebody who talks it through with you d using graphs showing what you had achieved 15 You are going to choose food at a restaurant or cafe You would: a choose something that you have had there before 107 b listen to the waiter or ask friends to recommend choices c choose from the descriptions in the menu d look at what others are eating or look at pictures of each dish 16 You have to make an important speech at a conference or special occasion You would: a make diagrams or get graphs to help explain things b write a few key words and practice saying your speech over and over c write out your speech and learn from reading it over several times d gather many examples and stories to make the talk real and practical 108 Appendix 3: The VARK Questionnnaire [Original Version and scoring chart] Choose the answer which best explains your preference and circle the letter[s] next to it Please circle more than one if a single answer does not match your perception Leave blank any question that does not apply You are helping someone who wants to go to your airport, town centre or railway station You would: a b go wi th her tell her the directions c write down the directions d draw, or give her a map You are not sure whether a word should be spelled `dependent' or `dependant' You would: a b see the words in your mind and choose by the way they look think about how each word sounds and choose one c d find it in a dictionary write both words on paper and choose one You are planning a holiday for a group You want some feedback from them about the plan You would: a b describe some of the highlights use a map or website to show them the places c d give them a copy of the printed itinerary phone, text or email them You are going to cook something as a special treat for your family You would: a b cook something you know without the need for instructions ask friends for suggestions c look through the cookbook for ideas from the pictures d use a cookbook where you know there is a good recipe A group of tourists want to learn about the parks or wildlife reserves in your area You would: a talk about, or arrange a talk for them about parks or wildlife reserves b c d show them internet pictures, photographs or picture books take them to a park or wildlife reserve and walk with them give them a book or pamphlets about the parks or wildlife reserves You are about to purchase a digital camera or mobile phone Other than price, what would most influence your decision? a Trying or testing it b Reading the details about its features c It is a modern design and looks good d The salesperson telling me about its features Remember a time when you learned how to something new Try to avoid choosing a physical skill, eg riding a bike You learned best by: a b watching a demonstration listening to somebody explaining it and asking questions c d diagrams and charts - visual clues written instructions – e.g a manual or textbook 109 You have a problem with your knee You would prefer that the doctor: a b gave you a web address or something to read about it used a plastic model of a knee to show what was wrong c described what was wrong d showed you a diagram of what was wrong You want to learn a new program, skill or game on a computer You would: a b read the written instructions that came with the program talk with people who know about the program c d use the controls or keyboard follow the diagrams in the book that came with it 10 I like websites that have: a things I can click on, shift or try b interesting design and visual features c interesting written descriptions, lists and explanations d audio channels where I can hear music, radio programs or interviews 11 Other than price, what would most influence your decision to buy a new non-fiction book? a The way it looks is appealing b Quickly reading parts of it c d A friend talks about it and recommends it It has real-life stories, experiences and examples 12 You are using a book, CD or website to learn how to take photos with your new digital camera You would like to have: a a chance to ask questions and talk about the camera and its features b clear written instructions with lists and bullet points about what to c d diagrams showing the camera and what each part does many examples of good and poor photos and how to improve them 13 Do you prefer a teacher or a presenter who uses: a b demonstrations, models or practical sessions question and answer, talk, group discussion, or guest speakers c handouts, books, or readings d diagrams, charts or graphs 14 You have finished a competition or test and would like some feedback You would like to have feedback: a using examples from what you have done b c using a written description of your results from somebody who talks it through with you d using graphs showing what you had achieved 15 You are going to choose food at a restaurant or cafe You would: a choose something that you have had there before b listen to the waiter or ask friends to recommend choices c d choose from the descriptions in the menu look at what others are eating or look at pictures of each dish 16 You have to make an important speech at a conference or special occasion You would: a make diagrams or get graphs to help explain things b c d write a few key words and practice saying your speech over and over write out your speech and learn from reading it over several times gather many examples and stories to make the talk real and practical 110 The VARK Questionnaire Scoring Chart Use the following scoring chart to find the VARK category that each of your answers corresponds to Circle the letters that correspond to your answers e.g If you answered b for question 3, circle V in the question row Question a category K b category V c category R d category A Scoring Chart Question a category b category c category d category K V A A R R V K K V R A K A V R A K V R K V R A K A V R R K A V R A K V 10 K V R A 11 13 V A K R R A A V R K K V 14 K R A V 15 K V A A R R V K 12 16 Calculating your scores Count the number of each of the VARK letters you have circled to get your score for each VARK category Total number of Vs circled = Total number of As circled = Total number of Rs circled = Total number of Ks circled = 111 ...CERTIFICATE OF ORIGINALITY I hereby certify my authorship of the thesis submitted today entitled: AN ASSESSMENT OF LEARNING NEEDS AMONG STUDENTS STUDYING ENGLISH In terms of statement of Requirements... the learning styles of students at Au Viet Technology and Economics School Such knowledge is of great importance in helping teachers’ understanding of the students? ?? learning preferences and differences... of involving all of their students in learning and learning how to learn Effective learning occurs when instructors affirm the presence and validity of diverse learning styles and maximize the