Introduction
Reasons for Choosing the Topic
Learning styles play a crucial role in second language learning (SLL), influencing how learners acquire and retain new information While many researchers and educators recognize the importance of understanding individual learning styles, there is limited research exploring their direct impact on success in English language acquisition Consequently, exploring the relationship between learning styles and English learning outcomes can provide valuable insights for more effective teaching strategies The author aims to investigate how learning styles can be applied in teaching English to enhance learner achievement.
Many classroom teachers tend to overlook students’ diverse learning styles despite knowing their existence, often relying on the same teaching methods for all students This disconnect can lead to poor learning outcomes, highlighting the need for educators to adapt their teaching strategies to match individual learning preferences The author proposes practical suggestions for teachers to modify their teaching approaches, ensuring they align with students’ learning styles and enhance overall effectiveness As an aspiring English teacher, she recognizes that understanding and accommodating students’ learning styles is crucial for significantly improving their English language skills.
The author finds it interesting to conduct this study titled “An Investigation into English Learning Styles of 11th Grade Students and Some Suggested Activities” due to the numerous compelling reasons discussed above.
Aims of the Study
- Investigating into learning styles and its benefits in second language learning
- Providing teachers, students with activities needed to satisfy students’ learning styles in classroom
- Providing students with some clues for them to help themselves in learning English.
Scope of the Study
This thesis aims to highlight the significance of understanding different learning styles and their impact on student success It offers practical suggestions for students to leverage their individual strengths to enhance learning outcomes Additionally, the article provides valuable strategies for educators to tailor their teaching methods, effectively accommodating diverse learning styles in the classroom.
Methods of the Study
To complete this study, the following methods were employed:
The author employs both analytic and synthetic methods to review relevant theories, establishing a solid theoretical framework for the analysis This process involves collecting books and materials, as well as identifying and selecting essential information to ensure a comprehensive understanding of the subject.
Then, the information received from the survey is analyzed and sorted to make a clear distinction about students learning styles The results are arranged into categories for comparison
Finally, descriptive methods are used to make a description about some activities suitable for each learning styles.
Design of the Study
The thesis consists of three main parts: introduction, development and conclusion
This part includes five sub-parts: reasons, aims, scope, methods and design of the study
Part II: Development This part consists of three chapters:
This chapter examines key theoretical aspects related to learning styles, providing a foundational background for the study It compares theories of first and second language acquisition, highlighting factors influencing second language learning The chapter also explores various definitions and classifications of learning styles from different perspectives, discusses factors affecting students' learning preferences, and offers methods to identify individual learning styles.
Chapter 2: Investigation into Students' Learning Styles in Le Hong Phong High School- Nghe An
This chapter presents the findings of a survey on students' learning styles at Le Hong Phong High School, including insightful comments and analysis It details the survey's aims, target informants, research settings, and the questionnaires used to gather data The results highlight key patterns and preferences in students' learning approaches, providing a comprehensive understanding of high school learners' learning styles.
Chapter 3: Suggested Teaching and Learning Activities for Different Learning Styles
This chapter offers practical activities for teachers to effectively accommodate diverse student learning styles within the classroom, enhancing instructional strategies Additionally, it presents student-focused activities designed to empower learners to leverage their individual strengths, promoting more effective and personalized learning experiences.
This part summarizes what has been discussed in the two parts above and offers some suggestions for further studies.
DEVELOPMENT
Theoretical Background
First language is the language that an individual learn first First language is also called native language or mother tongue
A second language is generally defined as any language learned in addition to one's first language In a narrower sense, it refers to a language acquired after the first language within a community where that language is widely spoken Learning a second language enhances communication skills and cultural understanding in a globalized world.
Learning is a deliberate process that involves focused study and attention to the form and rules of a language, resulting in explicit knowledge and the ability to articulate this understanding In contrast, acquisition refers to an unconscious, natural method of language development that occurs through meaningful communication and practical use of the language in everyday contexts.
Krashen (1982, cited in Nguyen Thi Van Lam and Ngo Dinh Phuong, 2007) emphasizes that language acquisition is the most crucial process for developing natural, fluent communication skills He asserts that only language acquired through natural processes is readily available for effective communication Additionally, Krashen highlights that language learning through formal instruction cannot fully transform into true language acquisition.
1.1.3 First and Second Language Learning
There have been three main theoretical approaches to explaining the relation between first and second language learning: behaviorist, annatist and interactionist approaches
Behaviorism is a psychological learning theory that was highly influential in the 1940s and 1950s, emphasizing imitation, practice, and reinforcement in language acquisition Traditional behaviorists believed that both first and second language learning occur through habit formation resulting from feedback and repeated practice They explain that language development involves forming habits in the first language, which can interfere with acquiring new habits necessary for second language learning According to behaviorist theory, second language acquisition (SLA) shares similar mechanisms with first language acquisition (FLA), relying on imitation, reinforcement, and habitual responses to facilitate language mastery (Lado, 1964; cited in Nguyen Thi Van Lam and Ngo Dinh Phuong, 2007).
Behaviorism is closely associated with the Contrastive Analysis Hypothesis (CAH), developed by structured linguists, which predicts that learners will easily acquire target language structures when there are similarities with their first language Conversely, when there are differences between the languages, learners are likely to encounter difficulties in acquisition (Nguyen Thi Van Lam and Ngo Dinh Phuong, 2007).
Noam Chomsky asserts that children are biologically programmed for language development, similar to other biological functions like walking He explains that language acquisition depends on both the child's innate biological endowment and environmental exposure to speakers Chomsky's theory centers on Universal Grammar (UG), a set of principles shared by all languages that enables children to learn their native language during a critical period of development He posits that the language acquisition device (LAD) functions successfully only when stimulated at this optimal "Critical Period," facilitating rapid and natural language learning.
Linguists who support innatist theory argue that Universal Grammar (UG) provides the most effective framework for understanding second language acquisition (SLA) Krashen (1982), in his influential "Monitor Model," outlines five key hypotheses—namely, the Acquisition-Learning Hypothesis, Monitor Hypothesis, Natural Order Hypothesis, Input Hypothesis, and Effective Filter Hypothesis—that collectively explain how language acquisition occurs naturally and efficiently.
According to the Interactionist Position, language development results from the complex interaction between a child's uniquely human traits and their environment (Nguyen Thi Van Lam and Ngo Dinh Phuong, 2007) This perspective emphasizes that much of second language acquisition occurs through conversational interaction Furthermore, Vygotsky’s sociocultural theory posits that language develops entirely through social interaction, highlighting the importance of the child's zone of proximal development—the skills and knowledge a child can achieve through guided interaction with others.
Behaviorism explains how certain aspects of language, like word meanings and routine expressions, are learned through environmental stimuli and reinforcement Innatism accounts for the complexity of language knowledge that all learners eventually acquire, emphasizing an innate, biological basis Interactionist theory suggests that language development occurs through one-to-one interactions, highlighting the importance of social engagement in mastering language skills.
1.2 Factors Affecting Second Language Learning
Several factors influence second language learning (SLL), including intelligence, aptitude, personality, motivation, attitudes, and learner preferences (Nguyen Thi Van Lam and Ngo Dinh Phuong, 2007) These elements play a crucial role in shaping a learner's success and engagement with acquiring a new language Understanding these factors can help tailor effective language instruction and improve learning outcomes.
Intelligence plays a significant role in Success in Second Language Learning (SLL), with "intelligence" typically defined as performance on specific standardized tests The introduction of IQ (intelligence quotient) testing has emerged as an effective tool for predicting language learners' success rates Studies show that higher IQ scores are often associated with greater achievement in second language acquisition, making IQ a valuable indicator for understanding and forecasting language learning outcomes.
Aptitude significantly influences second language acquisition, as it encompasses the innate ability to learn a foreign language quickly This includes skills such as identifying and memorizing new sounds, understanding the grammatical function of words in sentences, and deducing grammatical rules from language samples Additionally, language learning aptitude involves a strong memory for new vocabulary, making it a crucial factor in mastering a second language efficiently.
Personality plays a significant role in language learning success, with traits such as extroversion—including assertiveness and adventurousness—being linked to better outcomes in some studies However, other research indicates that successful learners do not necessarily score highly on measures of extroversion Additional personality factors that influence language acquisition include inhibition, self-esteem, empathy, dominance, talkativeness, and responsiveness, all of which can impact a student’s learning process.
Motivation and positive attitudes significantly influence success in second language learning (SLL) Research indicates that both positive attitudes and motivation are closely linked to language learning achievement There are two main types of motivation: integrative motivation, which involves learning a language for personal growth and cultural enrichment, and instrumental motivation, which focuses on practical and immediate goals Linguistic studies demonstrate that internal motivation is more effective than external motivation in achieving long-term language learning success.
Learner preferences, including learning styles and beliefs, significantly impact the process of second language acquisition Learner beliefs are often shaped by previous experiences and assumptions about which instructional methods are most effective Learning styles refer to the individual ways learners absorb, process, and retain new information These preferences influence the strategies learners utilize to acquire new language skills Educators can leverage this understanding to help students diversify their learning strategies, fostering greater flexibility and effectiveness in language learning.
Investigation into Students' Learning Styles in Le Hong
2.1 Overview of the Survey 2.1.1 Aims of the Survey
Understanding students' learning styles is crucial for enhancing their success in learning English, as teachers' awareness of these styles informs more effective instructional strategies Recognizing that students have diverse learning preferences—even within the same classroom—underscores the importance of identifying individual learning styles to tailor teaching approaches Although surveys are typically conducted at the class level, they provide valuable insights into how learning styles vary among high school students and influence their language acquisition Addressing these differences helps educators optimize their methods to meet varied learning needs and improve English learning outcomes.
After completing her teaching practice at Le Hong Phong High School, the author gathered insights into English teaching and learning processes at the school The school employs six English teachers, most of whom are young professionals aged between 30 and 35, demonstrating a dedicated responsibility towards their teaching roles Notably, only one teacher has achieved recognition for excellence, having passed the English teaching test and selected as an outstanding teacher in Nghe An province in 2009.
In the 2008-2009 school year, Le Hong Phong High School comprised three grades—10, 11, and 12—with a total of 27 classes All students studied new English textbooks, but overall, their English proficiency was relatively low Only one 12th-grade class, specializing in English 12 (advanced), was focused on Intensive English learning; however, their exam results were not very high Over the past few years, the school has not produced any outstanding English students.
Grade 11 is considered to learn at the normal level in comparison with grade
The survey focused on two top-performing 11th grade classes, 11A1 and 11A2, renowned for their excellence in learning English These classes primarily specialize in Math, Physics, Biology, and Chemistry, yet students still demonstrate a strong interest in improving their English skills A comprehensive questionnaire was distributed among a significant number of students in these classes to analyze their learning styles and attitudes towards English language learning.
- Objects: 95 students from two classes of 11A1 and 11A2 in Le Hong Phong High School
- The form of carrying out the survey: using questionnaires and analysis the data
- Place: Le Hong Phong High School, Hung Nguyen town, Nghe An province
2.2 Description of the Survey Questionnaire 2.2.1 Survey Questionnaires
The survey utilizes two questionnaires, each comprising thirty questions, to gather comprehensive data on students' learning styles The first questionnaire focuses on learners' backgrounds and various aspects related to their learning preferences, while the second aims to identify students' specific learning styles through 15 targeted questions This approach ensures a thorough understanding of individual learning preferences to enhance educational strategies.
The 15-question questionnaire provides a comprehensive understanding of students’ backgrounds, ideas, and preferred learning styles It begins by assessing the duration of students’ English learning experience (Question 1) and their level of interest in learning English (Question 2), while also analyzing students’ personalities through their responses (Question 3) The questionnaire explores students’ favorite classroom activities (Question 4) and examines their beliefs about the role of learning styles in language success (Questions 5 and 6) It also measures how frequently teachers use diverse activities in class (Question 7) and assesses students’ satisfaction with teaching styles (Questions 8 and 9) Additionally, it investigates how often students modify their learning strategies (Question 10) and provides data to classify students as field dependent or independent learners (Questions 11, 12, and 13) The questionnaire evaluates students’ self-awareness of their learning styles (Question 14) and concludes by revealing their academic results from the last term (Question 15), helping educators tailor effective teaching strategies.
The second questionnaire is designed to classify students into three learning styles: visual, auditory, and kinesthetic learners, through 15 carefully crafted questions Students assess whether they always, sometimes, or seldom relate to each statement, helping educators identify their preferred learning method Questions 1, 6, 10, 12, and 15 focus on identifying auditory learners, while questions 2, 4, 7, 9, and 13 are aimed at assessing visual learners Conversely, questions 3, 5, 8, 11, and 14 help determine kinesthetic learners, enabling targeted teaching strategies for diverse student needs.
All students in the survey have been learning English since they were in grade 6, accumulating six years of language learning experience In grade 11, classes 11A1 and 11A2 stand out as the top performers in English, utilizing Basic English textbooks They attend three English classes per week plus an additional English class each week Despite not majoring in English—studying Math, Physics, Biology, and Chemistry—82.11% of these students show a strong interest in learning English, while only 17.89% dislike studying the language.
Table 2.1 Students and Their Interest in Leaning English
Below is the chart revealing about students' personality, one important factor effecting to students' learning styles
The chart clearly shows that talkativeness (51.57%) and activeness (36.84%) are the most common student personalities, with self-esteem (34.47%) and sociability (32.65%) ranking second Approximately 20% of students are sensitive and reserved, while 11.58% consider themselves conservative or shy Overall, most students see themselves as active, sociable, and talkative, traits that are beneficial for English learning According to students' preferences, the most favored classroom activity is playing games, with 25.27% believing it enhances their English skills, followed by listening to sounds or music at 17.89% Conversely, writing and reading are less popular, with only 7.37% and 10.53% of students enjoying these activities Additionally, 16.84% prefer watching videos or PowerPoint presentations, and 13.68% favor other engaging methods for learning English.
% them think that doing exercises in the textbook helps them to get more knowledge
Students’ Opinion about their Favorite Activities
Figure 2.2 illustrates students' opinions about their favorite activities, highlighting their diverse preferences The data show that students enjoy a variety of activities, each having their own beliefs about what suits them best To effectively meet these varied interests, teachers should design a wide range of activities that cater to individual student preferences Offering a diverse array of engaging activities is essential for enhancing student satisfaction and learning engagement.
Besides, question 5 indicates students' points of view about the role of learning styles in English learning
5 the role of learning styles in target language leaning
Table 2.2 Students’ Opinions about the Importance of Learning Styles in Target
According to student opinions, learning styles play a significant role in English language acquisition Approximately 44.21% of students consider learning styles as a very important factor influencing their learning process, while an equal percentage believe it is important Conversely, only 11.58% of students do not perceive learning styles as impactful on their language learning success.
Students in 11A1 and 11A2 express their perspectives on the importance of learning styles, ranking them among five key factors that influence success in learning English, as shown in question 6.
Students’ Ideas about the Importance Degree of
0 5 10 15 20 25 30 35 the 1st the 2nd the 3rd the 4th the 5th
Figure 2.3 Students’ Ideas about the Importance Degree of Learning Styles in
The bar chart highlights students’ perceptions of the role of learning styles compared to four other key factors influencing English language learning, including motivation, attitude, personality, and teacher’s methods Notably, 31.58% of students consider learning styles to be the second most important factor, while 28.42% view it as the third Only 8.42% believe learning styles have the least impact among these factors, indicating a strong awareness among students of the significant role their individual learning styles play in achieving success in English This underscores the importance of tailoring language learning strategies to accommodate diverse learning styles for better results.
The data indicates that teachers infrequently incorporate a variety of activities in the classroom, as reflected in the survey where 71 students reported that teachers rarely allow students to watch videos Additionally, the use of games, physical activities, music, and PowerPoint presentations remains limited, highlighting opportunities for educators to diversify their teaching methods and engage students more actively.
Table 2.3 The Frequency Degree of Teacher’s Using a Variety of Activities in the Class
Based on the author's teaching experience at Le Hong Phong High School, group discussions are the most widely used activity in English classes A survey indicates that 47 students frequently participate in discussions and debates, highlighting their popularity However, only 61 students feel that music and related activities are rarely integrated into lessons, which is understandable given the focus on textbook content Nonetheless, incorporating music more often can enhance learning for auditory learners and create a more engaging classroom environment.
Conclusion
This part summarizes what has been discussed in the two parts above and offers some suggestions for further studies
Chapter 1: Theoretical Background 1.2 First and Second Language Learning
First language is the language that an individual learn first First language is also called native language or mother tongue
A second language is broadly defined as any language other than an individual's first language In a narrower sense, it specifically refers to a language learned after the first language in a context where the language is actively used within the speech community Mastering a second language enhances communication skills and opens up opportunities for personal and professional growth in a multilingual world.
Learning is a conscious process involving focused study and attention to language forms and rules, resulting in explicit knowledge and the ability to verbalize this understanding In contrast, acquisition is an unconscious, natural process that occurs through meaningful communication, allowing individuals to intuitively absorb language skills without formal study.
Krashen (1982, cited in Nguyen Thi Van Lam and Ngo Dinh Phuong, 2007) emphasizes that language acquisition is the most crucial process for natural, fluent communication He asserts that only acquired language is readily accessible for effortless and authentic interaction Additionally, Krashen argues that formal learning cannot replace or transform into genuine language acquisition, highlighting the distinct difference between the two processes.
1.1.3 First and Second Language Learning
There have been three main theoretical approaches to explaining the relation between first and second language learning: behaviorist, annatist and interactionist approaches
Behaviorism is a influential psychological theory of learning from the 1940s and 1950s that explains language acquisition through imitation, practice, feedback, and habit formation It posits that both first and second language learning occur via these processes, with language development seen as the formation of habits According to behaviorists, habits formed during first language acquisition can interfere with learning a second language, since existing habits may compete with or hinder new language habits (Lado, 1964, cited in Nguyen Thi Van Lam and Ngo Dinh Phuong, 2007).
Behaviourism is closely associated with the Contrastive Analysis Hypothesis (CAH), developed by structured linguists, which predicts that learners will easily acquire target language structures when there are similarities with their first language Conversely, the hypothesis suggests that differences between the first language and the target language can lead to learning difficulties This understanding highlights the role of language similarities and differences in second language acquisition (Nguyen Thi Van Lam and Ngo Dinh Phuong, 2007).
Noam Chomsky asserts that children are biologically programmed for language development, similar to other biological functions like walking, influenced by both innate factors and environmental exposure He introduces the concept of Universal Grammar (UG), a set of shared principles across all languages, which enables children to acquire their native language during a critical developmental period According to Chomsky, the language acquisition device functions effectively when stimulated at this optimal "Critical period," highlighting the importance of early linguistic exposure.
Linguists supporting innatist theory argue that the Universal Grammar (UG) provides the most comprehensive framework for understanding Second Language Acquisition (SLA) According to Krashen's (1982, as cited in Nguyen Thi Van Lam and Ngo Dinh Phuong, 2007) "Monitor Model," SLA is explained through five key hypotheses: the Acquisition-Learning Hypothesis, the Monitor Hypothesis, the Natural Order Hypothesis, the Input Hypothesis, and the Effective Filter Hypothesis These hypotheses collectively highlight the importance of innate language capabilities and external input in successfully acquiring a second language.
According to the Interactionist Position, language development results from the dynamic interaction between a child's uniquely human characteristics and their environment (Nguyen Thi Van Lam & Ngo Dinh Phuong, 2007) Interactionists believe that much of second language acquisition occurs through conversational interaction, emphasizing the importance of social engagement Vygotsky’s sociocultural theory further supports this view by asserting that language develops entirely through social interaction, highlighting the concept of the child's zone of proximal development, which represents what a child can achieve through guided interaction with others.
Behaviorism explains how language aspects like word meanings and routines are learned through environmental stimuli and reinforcement Innatism accounts for the innate cognitive structures that enable learners to acquire the complex knowledge of language Interactionist theory emphasizes that language development occurs through one-to-one interactions, highlighting the importance of social communication in language learning.
1.2 Factors Affecting Second Language Learning
Multiple factors influence second language learning (SLL), including intelligence, aptitude, personality, motivation, attitudes, and learner preferences These elements play a crucial role in determining the ease and success of acquiring a new language, making it essential to consider individual differences when designing effective language learning strategies Understanding these factors can help learners optimize their language acquisition process and achieve their goals more efficiently.
Intelligence plays a significant role in success in second language learning (SLL) It is often measured through performance on specific tests, with the Intelligence Quotient (IQ) serving as a valuable predictor of a learner’s potential success The development of IQ testing has provided a new, effective means of assessing and forecasting language learners’ progress and achievement.
Aptitude significantly influences second language learning, referring to an individual's innate ability to acquire a foreign language rapidly It encompasses various skills, including the capacity to recognize and memorize new sounds, understand the grammatical role of words within sentences, deduce grammatical rules from language samples, and retain new vocabulary These diverse abilities collectively determine how effectively a learner can develop language proficiency.
Personality traits significantly influence language learning success, with studies linking assertiveness and adventurousness—traits associated with extroversion—to higher learner achievement However, some research indicates that successful language learners do not necessarily score high on extroversion measures Additional personality factors such as inhibition, self-esteem, empathy, dominance, talkativeness, and responsiveness also play roles in shaping students' language acquisition and overall learning effectiveness.
Motivation and positive attitudes significantly influence success in second language learning (SLL) Research indicates that learners with high motivation and positive outlooks are more likely to achieve language proficiency There are two main types of motivation in SLL: integrative motivation, which involves learning for personal growth and cultural understanding, and instrumental motivation, driven by practical goals Linguistic studies suggest that internal motivation, such as intrinsic interest and personal relevance, is more effective than external motivation for sustained language learning success.
Learner preferences, including learning styles and beliefs, significantly impact second language acquisition These beliefs are often shaped by previous experiences and assumptions about the most effective instruction methods Learning styles refer to how learners absorb, process, and retain new information, influencing the strategies they employ Understanding these preferences allows teachers to tailor support, helping learners diversify their learning strategies and develop greater flexibility in approaching language learning.