Luận văn a study on students' english language learning style preferences at do luong 2 high school do luong district nghe an province

VIETNAM NATIONAL UNIVERSITY, HANOL UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES LE SA A STUDY ON STUDENTS’ ENGLISH LANGUAGE LEARNING STYLE PREFERE

VIETNAM NATIONAL UNIVERSITY, HANOL UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES

A STUDY ON STUDENTS’ ENGLISIT LANGUAGE LEARNING STYLE PREFERENCES AT DO LUONG 2 HIGH SCHOOL, DO

LUONG DISTRICT, NGHE AN PROVINCE

( Nghiên cứu phương pháp học tiếng anh ưa thích của học sinh trường

Dô Lương 2, huyện Dé Luong, tinh Nghé An)

M.A MINOR PROGRAMME THESIS

Field: English Teaching Methodology

Cude: 60.14.10

Hanoi-2010

VIETNAM NATIONAL UNIVERSITY, HANOL UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES

LE SA

A STUDY ON STUDENTS’ ENGLISH LANGUAGE LEARNING STYLE PREFERENCES AT DO LUONG 2 HIGH SCHOOL, DO

LUONG DISTRICT, NGHE AN PROVINCE

( Nghiên cứu phương pháp học tiếng anh ưa thích của học sinh trường

Dé Luong 2, huyện Đô Lương, tỉnh Nghệ An)

M.A MINOR PROGRAMME THESIS

Field: English Teaching Methodology

Code: 60.14.10

Supervisor: Assoc Prof Dr Ngé Dinh Phuong

Tanoi-2010

PART A: INTRODUCTION

L3 Rescarch questions,

4, Scope of the study

PART B: DEVELOPMENT

Chapter 1 Literature Review cccceessicisesinnnennesnntiennme — §

1.2 Clussilieation o[carnig syÏĂs is trseeerrrrrrrereuree 5

12.1 Perceptual leaming sfyles ào neeereerirereee Ổ

1.2.3 Active and reflective leatncts ccccecnseenneenneneieneee 7 1.3 The importance of understanding students’ leaming styles 7

1.4 Mistiaiches between Teachers’ amd Students’ perceptions of learning

ACTIVITES ee nh nen nhu Heo ng khe ddeedaeederreeo 9

1.5 The need to study students” learning styles and meet students’ needs and

APPENDIXES

Appendix 1: Survey questionnairs for studenis Appendix 2: Survey questionnaire for teachers Appendix 3: Written test set by the teachers

1L

2, Aims of the study

This study is aimed to find out the students’ lcarning style preferences and the

teachers' teaching styles at Do Luong 2 high school, Do Luong district, Nghe An province

‘To be more specific, the major aims of the sludy are as follows:

» ‘To aim at investigating students! learning style preferences at Do Luong 2 high school,

* To find out the extent of the leacher’s awareness of their leaming style preferences

through a sal of questionnaires

* To examine the extent of students? improvement after teachzrs facus on learners? learning stylos and adjust tcaching accordingly,

* To make suggestions on how to satisfy students” learning styles better in classroom

3 Research questions

The study is aimed at investigating learning style preferences of the students at Do Luong 2 High School and the extent of the teacher’s awareness of them and the extent of improvement after teachers arz awareness of their learner’s learning styles The study is carried out to find answers to the following the questions:

1) What are the leaming, styles preferences of the students at Do Luong 2 high school”?

2) Whal is the gap between sludonts? learning slytos and loachers” toaching stytos in our school, if any?

3) How to narrow the gap between teaching and learning so as to bring about

students’ expected leaning oulcornes?

4, Scope of the study

The main focus of the study is on the investigation of the sludcnis” loarring slyles

at Do Luong 2 school and the importance of learning stytes Particularly, this minor thesis only refers to the categorization of the students’ leaming styles in our school; finger out the gaps between students’ leaming styles and teachers! awareness and provide some

techniques for different Icarning styles.

13

Chapter 2 presents the research methodology of the study It provides information about the sclting of the study, participants, data colleetion instruments and data coffect procedure

Chapter 3 is the main part of the study whose major findings are revealed and discussed

Part IM is conclusion that presents some conclusions, suggested teaching and learning, activities for different learning styles, limitations and suggestions for farther studies

Chapter 2 Rescarch Methodology

2.4 Selting of the sindy

2.2 Participants

2.2.1 Students

2.2.2 Teachers

2.3 Dafa InsfTuieTft co: tt tưng

2.4 Data collection procedure

Chapter 3 Dala Analysis

3.1 Students’ interest in learning English

3.2 The way of Teaming in class 3.3, Preferences of learning ÏtEEM8 tin

3.4, Preferences of teaching methodologies

3.5, Teachers” methodologies often used in English class

3.6 The importance of learning stylos esnsisteenmnnentnnemenee

3.7.1, Students’ opinions aboul thir useful activities:

3.7.2 The activities students like using in English class

3.7.3 Students’ favorite activities in class

2 Suggested tcaching and Icaning activitics for different Icarning styles

2.1 Suggested teaching aotivities

2.2 Suggested leaning activities

3 Limitations of the study

4 S0asadiom for futher studies

10

PART A: INTRODUCTION

1 Rationale

Since the end of the 20% century, communicative language teaching has been central

in the agenda of second and foreign language teaching It has become the order of the day

to curionlum developers and English language teachers around the world Although Vietnam accepted commumicative language teaching a little bit later than many other countries the principles of communicative language teaching have been used as the foundation of the curriculum development and pre-service and in-service teacher training programs

Many researchers and scholars have proposed that second or foreign language

leaching should emphasize the development of communicative skills vather an just

linguistic competence, ie grammar In order to find out the suitable content and

appropriate teaching strategies, teachers have to meet leamers’ demands and needs first However, many teachers seem lo be unaware of their students? learning slyles lo find the

suitable teaching methods for different kinds of learners Each leamer has his own way of

receiving and processing information and knowledge Some leam from seeing and hearing,

some leam from reflecting and acting: reasoning logically and intuitively, memorizing and

visualizing (Felder, 1995) Similarly, lcachers do not follow the same method (caching, ar

if they do the way they implement that teaching method in the classroom is quite different

As Felder (1995: 21} noted that “teaching metheds alse vary Some instructors lecture,

others demonstrate or discuss, some focus on rules and others on examples ”

Since teachers ignore or pay little attention to their students’ learning styles, some

still use the same method of teaching Lo teach different tear serious mistnalches may

12

5 Significance of the study

Oxtord (2003) emphasized that leaming styles and strategies of individual students can work together or conflict with a given instructional methodology Jf there is a harmony between them, then the sludenis are likely lo perform well, feel confident and experience low anxiety If classes happen, serious breakdowns in teacher-student interaction will exist These conflicts even result in the dispirited student” rejection of the loaching methodology, the teacher, and the subject matter Therefore, finding out the Jearers’ learning styles is a crucial step to help the teachers choose the suitable teaching method for them

The rosults from this sludy will help to provide an overview of students’ learning style preferences at Do Luong 2 school The study also finds out the extant of the gap

‘between students’ learning styles and teachers’ awareness of them Importantly, the study shows that when the teachers are aware of thair students” learning styles, there can be great improvement in their students’ language proficiency Students not only have positive attitudes towards leaming, but also towards the teacher and the subject since the teachers find out the best teaching methods for than, and creale the interesting and allractive jeamning atmosphere with many practical and effective lessons Suggested teaching activities can be drawn ont for language teachers in general and teachers in the similar leaching contex! in particular

6 Design of the study

‘The thesis ineludes three main parls

Part I is Introduction, which states the rationale, aims, research questions, scope, significance and design of the thesis

Part II consists of three chapters:

Chapter 1 reviews the literature relevant to the topic of research, deals with definition of leaming styles, classification of learning styles, the importance of

undorstanding students? learning styles, Misrusichos botwoon 5 rs? and Studunls? Perceptions of learning activities and the need to study students’ leaming styles and meet students’ needs and demands

APPENDIXES

Appendix 1: Survey questionnairs for studenis Appendix 2: Survey questionnaire for teachers Appendix 3: Written test set by the teachers

LIST OF TABLES

‘Table 1: Students and their interest in learning Hnglish

‘Table 2: Students” and Teachers? view on learning individually or in groups

Table 3: Students’ and Teachers” preferences in leaming iietBs sess

‘Table 4: Students’ and ‘leachers” preferences of teaching methodologies

Table 5: The frequency degree of icachars using activities in class

Table 6: Students’ and Teachers’ opinion about the importance of learning styles

‘table 7: Students’ and ‘Teachers’ opinion about useful activities

‘Table 8: The activities students Tike using in English class

Table 9: Students’ and Teachers’ favorite activitics in class

‘Table LO: Students’ and ‘Teachers’ opinion in using teaching aids

‘Table |: Students’ and Teachers’ view on being corrected immediately or laler

Table 12: Students’ and Teachers’ thought in correcting errors

‘Table 13: Students’ and ‘Teachers’ view on studying at home

Table 14: Students’ and Teachers® view on inuproversnt

Table 15: Students’ written tasks’ marks from the teachers

1L

2, Aims of the study

This study is aimed to find out the students’ lcarning style preferences and the

teachers' teaching styles at Do Luong 2 high school, Do Luong district, Nghe An province

‘To be more specific, the major aims of the sludy are as follows:

» ‘To aim at investigating students! learning style preferences at Do Luong 2 high school,

* To find out the extent of the leacher’s awareness of their leaming style preferences

through a sal of questionnaires

* To examine the extent of students? improvement after teachzrs facus on learners? learning stylos and adjust tcaching accordingly,

* To make suggestions on how to satisfy students” learning styles better in classroom

3 Research questions

The study is aimed at investigating learning style preferences of the students at Do Luong 2 High School and the extent of the teacher’s awareness of them and the extent of improvement after teachers arz awareness of their learner’s learning styles The study is carried out to find answers to the following the questions:

1) What are the leaming, styles preferences of the students at Do Luong 2 high school”?

2) Whal is the gap between sludonts? learning slytos and loachers” toaching stytos in our school, if any?

3) How to narrow the gap between teaching and learning so as to bring about

students’ expected leaning oulcornes?

4, Scope of the study

The main focus of the study is on the investigation of the sludcnis” loarring slyles

at Do Luong 2 school and the importance of learning stytes Particularly, this minor thesis only refers to the categorization of the students’ leaming styles in our school; finger out the gaps between students’ leaming styles and teachers! awareness and provide some

techniques for different Icarning styles.

LIST OF TABLES

‘Table 1: Students and their interest in learning Hnglish

‘Table 2: Students” and Teachers? view on learning individually or in groups

Table 3: Students’ and Teachers” preferences in leaming iietBs sess

‘Table 4: Students’ and ‘leachers” preferences of teaching methodologies

Table 5: The frequency degree of icachars using activities in class

Table 6: Students’ and Teachers’ opinion about the importance of learning styles

‘table 7: Students’ and ‘Teachers’ opinion about useful activities

‘Table 8: The activities students Tike using in English class

Table 9: Students’ and Teachers’ favorite activitics in class

‘Table LO: Students’ and ‘Teachers’ opinion in using teaching aids

‘Table |: Students’ and Teachers’ view on being corrected immediately or laler

Table 12: Students’ and Teachers’ thought in correcting errors

‘Table 13: Students’ and ‘Teachers’ view on studying at home

Table 14: Students’ and Teachers® view on inuproversnt

Table 15: Students’ written tasks’ marks from the teachers

LIST OF TABLES

‘Table 1: Students and their interest in learning Hnglish

‘Table 2: Students” and Teachers? view on learning individually or in groups

Table 3: Students’ and Teachers” preferences in leaming iietBs sess

‘Table 4: Students’ and ‘leachers” preferences of teaching methodologies

Table 5: The frequency degree of icachars using activities in class

Table 6: Students’ and Teachers’ opinion about the importance of learning styles

‘table 7: Students’ and ‘Teachers’ opinion about useful activities

‘Table 8: The activities students Tike using in English class

Table 9: Students’ and Teachers’ favorite activitics in class

‘Table LO: Students’ and ‘Teachers’ opinion in using teaching aids

‘Table |: Students’ and Teachers’ view on being corrected immediately or laler

Table 12: Students’ and Teachers’ thought in correcting errors

‘Table 13: Students’ and ‘Teachers’ view on studying at home

Table 14: Students’ and Teachers® view on inuproversnt

Table 15: Students’ written tasks’ marks from the teachers

APPENDIXES

Appendix 1: Survey questionnairs for studenis Appendix 2: Survey questionnaire for teachers Appendix 3: Written test set by the teachers

APPENDIXES

Appendix 1: Survey questionnairs for studenis Appendix 2: Survey questionnaire for teachers Appendix 3: Written test set by the teachers

12

5 Significance of the study

Oxtord (2003) emphasized that leaming styles and strategies of individual students can work together or conflict with a given instructional methodology Jf there is a harmony between them, then the sludenis are likely lo perform well, feel confident and experience low anxiety If classes happen, serious breakdowns in teacher-student interaction will exist These conflicts even result in the dispirited student” rejection of the loaching methodology, the teacher, and the subject matter Therefore, finding out the Jearers’ learning styles is a crucial step to help the teachers choose the suitable teaching method for them

The rosults from this sludy will help to provide an overview of students’ learning style preferences at Do Luong 2 school The study also finds out the extant of the gap

‘between students’ learning styles and teachers’ awareness of them Importantly, the study shows that when the teachers are aware of thair students” learning styles, there can be great improvement in their students’ language proficiency Students not only have positive attitudes towards leaming, but also towards the teacher and the subject since the teachers find out the best teaching methods for than, and creale the interesting and allractive jeamning atmosphere with many practical and effective lessons Suggested teaching activities can be drawn ont for language teachers in general and teachers in the similar leaching contex! in particular

6 Design of the study

‘The thesis ineludes three main parls

Part I is Introduction, which states the rationale, aims, research questions, scope, significance and design of the thesis

Part II consists of three chapters:

Chapter 1 reviews the literature relevant to the topic of research, deals with definition of leaming styles, classification of learning styles, the importance of

undorstanding students? learning styles, Misrusichos botwoon 5 rs? and Studunls? Perceptions of learning activities and the need to study students’ leaming styles and meet students’ needs and demands

LIST OF TABLES

‘Table 1: Students and their interest in learning Hnglish

‘Table 2: Students” and Teachers? view on learning individually or in groups

Table 3: Students’ and Teachers” preferences in leaming iietBs sess

‘Table 4: Students’ and ‘leachers” preferences of teaching methodologies

Table 5: The frequency degree of icachars using activities in class

Table 6: Students’ and Teachers’ opinion about the importance of learning styles

‘table 7: Students’ and ‘Teachers’ opinion about useful activities

‘Table 8: The activities students Tike using in English class

Table 9: Students’ and Teachers’ favorite activitics in class

‘Table LO: Students’ and ‘Teachers’ opinion in using teaching aids

‘Table |: Students’ and Teachers’ view on being corrected immediately or laler

Table 12: Students’ and Teachers’ thought in correcting errors

‘Table 13: Students’ and ‘Teachers’ view on studying at home

Table 14: Students’ and Teachers® view on inuproversnt

Table 15: Students’ written tasks’ marks from the teachers

13

Chapter 2 presents the research methodology of the study It provides information about the sclting of the study, participants, data colleetion instruments and data coffect procedure

Chapter 3 is the main part of the study whose major findings are revealed and discussed

Part IM is conclusion that presents some conclusions, suggested teaching and learning, activities for different learning styles, limitations and suggestions for farther studies

LIST OF TABLES

‘Table 1: Students and their interest in learning Hnglish

‘Table 2: Students” and Teachers? view on learning individually or in groups

Table 3: Students’ and Teachers” preferences in leaming iietBs sess

‘Table 4: Students’ and ‘leachers” preferences of teaching methodologies

Table 5: The frequency degree of icachars using activities in class

Table 6: Students’ and Teachers’ opinion about the importance of learning styles

‘table 7: Students’ and ‘Teachers’ opinion about useful activities

‘Table 8: The activities students Tike using in English class

Table 9: Students’ and Teachers’ favorite activitics in class

‘Table LO: Students’ and ‘Teachers’ opinion in using teaching aids

‘Table |: Students’ and Teachers’ view on being corrected immediately or laler

Table 12: Students’ and Teachers’ thought in correcting errors

‘Table 13: Students’ and ‘Teachers’ view on studying at home

Table 14: Students’ and Teachers® view on inuproversnt

Table 15: Students’ written tasks’ marks from the teachers

1L

2, Aims of the study

This study is aimed to find out the students’ lcarning style preferences and the

teachers' teaching styles at Do Luong 2 high school, Do Luong district, Nghe An province

‘To be more specific, the major aims of the sludy are as follows:

» ‘To aim at investigating students! learning style preferences at Do Luong 2 high school,

* To find out the extent of the leacher’s awareness of their leaming style preferences

through a sal of questionnaires

* To examine the extent of students? improvement after teachzrs facus on learners? learning stylos and adjust tcaching accordingly,

* To make suggestions on how to satisfy students” learning styles better in classroom

3 Research questions

The study is aimed at investigating learning style preferences of the students at Do Luong 2 High School and the extent of the teacher’s awareness of them and the extent of improvement after teachers arz awareness of their learner’s learning styles The study is carried out to find answers to the following the questions:

1) What are the leaming, styles preferences of the students at Do Luong 2 high school”?

2) Whal is the gap between sludonts? learning slytos and loachers” toaching stytos in our school, if any?

3) How to narrow the gap between teaching and learning so as to bring about

students’ expected leaning oulcornes?

4, Scope of the study

The main focus of the study is on the investigation of the sludcnis” loarring slyles

at Do Luong 2 school and the importance of learning stytes Particularly, this minor thesis only refers to the categorization of the students’ leaming styles in our school; finger out the gaps between students’ leaming styles and teachers! awareness and provide some

techniques for different Icarning styles.

1L

2, Aims of the study

This study is aimed to find out the students’ lcarning style preferences and the

teachers' teaching styles at Do Luong 2 high school, Do Luong district, Nghe An province

‘To be more specific, the major aims of the sludy are as follows:

» ‘To aim at investigating students! learning style preferences at Do Luong 2 high school,

* To find out the extent of the leacher’s awareness of their leaming style preferences

through a sal of questionnaires

* To examine the extent of students? improvement after teachzrs facus on learners? learning stylos and adjust tcaching accordingly,

* To make suggestions on how to satisfy students” learning styles better in classroom

3 Research questions

The study is aimed at investigating learning style preferences of the students at Do Luong 2 High School and the extent of the teacher’s awareness of them and the extent of improvement after teachers arz awareness of their learner’s learning styles The study is carried out to find answers to the following the questions:

1) What are the leaming, styles preferences of the students at Do Luong 2 high school”?

2) Whal is the gap between sludonts? learning slytos and loachers” toaching stytos in our school, if any?

3) How to narrow the gap between teaching and learning so as to bring about

students’ expected leaning oulcornes?

4, Scope of the study

The main focus of the study is on the investigation of the sludcnis” loarring slyles

at Do Luong 2 school and the importance of learning stytes Particularly, this minor thesis only refers to the categorization of the students’ leaming styles in our school; finger out the gaps between students’ leaming styles and teachers! awareness and provide some

techniques for different Icarning styles.

12

5 Significance of the study

Oxtord (2003) emphasized that leaming styles and strategies of individual students can work together or conflict with a given instructional methodology Jf there is a harmony between them, then the sludenis are likely lo perform well, feel confident and experience low anxiety If classes happen, serious breakdowns in teacher-student interaction will exist These conflicts even result in the dispirited student” rejection of the loaching methodology, the teacher, and the subject matter Therefore, finding out the Jearers’ learning styles is a crucial step to help the teachers choose the suitable teaching method for them

The rosults from this sludy will help to provide an overview of students’ learning style preferences at Do Luong 2 school The study also finds out the extant of the gap

‘between students’ learning styles and teachers’ awareness of them Importantly, the study shows that when the teachers are aware of thair students” learning styles, there can be great improvement in their students’ language proficiency Students not only have positive attitudes towards leaming, but also towards the teacher and the subject since the teachers find out the best teaching methods for than, and creale the interesting and allractive jeamning atmosphere with many practical and effective lessons Suggested teaching activities can be drawn ont for language teachers in general and teachers in the similar leaching contex! in particular

6 Design of the study

‘The thesis ineludes three main parls

Part I is Introduction, which states the rationale, aims, research questions, scope, significance and design of the thesis

Part II consists of three chapters:

Chapter 1 reviews the literature relevant to the topic of research, deals with definition of leaming styles, classification of learning styles, the importance of

undorstanding students? learning styles, Misrusichos botwoon 5 rs? and Studunls? Perceptions of learning activities and the need to study students’ leaming styles and meet students’ needs and demands

LIST OF TABLES

‘Table 1: Students and their interest in learning Hnglish

‘Table 2: Students” and Teachers? view on learning individually or in groups

Table 3: Students’ and Teachers” preferences in leaming iietBs sess

‘Table 4: Students’ and ‘leachers” preferences of teaching methodologies

Table 5: The frequency degree of icachars using activities in class

Table 6: Students’ and Teachers’ opinion about the importance of learning styles

‘table 7: Students’ and ‘Teachers’ opinion about useful activities

‘Table 8: The activities students Tike using in English class

Table 9: Students’ and Teachers’ favorite activitics in class

‘Table LO: Students’ and ‘Teachers’ opinion in using teaching aids

‘Table |: Students’ and Teachers’ view on being corrected immediately or laler

Table 12: Students’ and Teachers’ thought in correcting errors

‘Table 13: Students’ and ‘Teachers’ view on studying at home

Table 14: Students’ and Teachers® view on inuproversnt

Table 15: Students’ written tasks’ marks from the teachers

12

5 Significance of the study

Oxtord (2003) emphasized that leaming styles and strategies of individual students can work together or conflict with a given instructional methodology Jf there is a harmony between them, then the sludenis are likely lo perform well, feel confident and experience low anxiety If classes happen, serious breakdowns in teacher-student interaction will exist These conflicts even result in the dispirited student” rejection of the loaching methodology, the teacher, and the subject matter Therefore, finding out the Jearers’ learning styles is a crucial step to help the teachers choose the suitable teaching method for them

The rosults from this sludy will help to provide an overview of students’ learning style preferences at Do Luong 2 school The study also finds out the extant of the gap

‘between students’ learning styles and teachers’ awareness of them Importantly, the study shows that when the teachers are aware of thair students” learning styles, there can be great improvement in their students’ language proficiency Students not only have positive attitudes towards leaming, but also towards the teacher and the subject since the teachers find out the best teaching methods for than, and creale the interesting and allractive jeamning atmosphere with many practical and effective lessons Suggested teaching activities can be drawn ont for language teachers in general and teachers in the similar leaching contex! in particular

6 Design of the study

‘The thesis ineludes three main parls

Part I is Introduction, which states the rationale, aims, research questions, scope, significance and design of the thesis

Part II consists of three chapters:

Chapter 1 reviews the literature relevant to the topic of research, deals with definition of leaming styles, classification of learning styles, the importance of

undorstanding students? learning styles, Misrusichos botwoon 5 rs? and Studunls? Perceptions of learning activities and the need to study students’ leaming styles and meet students’ needs and demands

Chapter 2 Rescarch Methodology

2.4 Selting of the sindy

2.2 Participants

2.2.1 Students

2.2.2 Teachers

2.3 Dafa InsfTuieTft co: tt tưng

2.4 Data collection procedure

Chapter 3 Dala Analysis

3.1 Students’ interest in learning English

3.2 The way of Teaming in class 3.3, Preferences of learning ÏtEEM8 tin

3.4, Preferences of teaching methodologies

3.5, Teachers” methodologies often used in English class

3.6 The importance of learning stylos esnsisteenmnnentnnemenee

3.7.1, Students’ opinions aboul thir useful activities:

3.7.2 The activities students like using in English class

3.7.3 Students’ favorite activities in class

2 Suggested tcaching and Icaning activitics for different Icarning styles

2.1 Suggested teaching aotivities

2.2 Suggested leaning activities

3 Limitations of the study

4 S0asadiom for futher studies

Chapter 2 Rescarch Methodology

2.4 Selting of the sindy

2.2 Participants

2.2.1 Students

2.2.2 Teachers

2.3 Dafa InsfTuieTft co: tt tưng

2.4 Data collection procedure

Chapter 3 Dala Analysis

3.1 Students’ interest in learning English

3.2 The way of Teaming in class 3.3, Preferences of learning ÏtEEM8 tin

3.4, Preferences of teaching methodologies

3.5, Teachers” methodologies often used in English class

3.6 The importance of learning stylos esnsisteenmnnentnnemenee

3.7.1, Students’ opinions aboul thir useful activities:

3.7.2 The activities students like using in English class

3.7.3 Students’ favorite activities in class

2 Suggested tcaching and Icaning activitics for different Icarning styles

2.1 Suggested teaching aotivities

2.2 Suggested leaning activities

3 Limitations of the study

4 S0asadiom for futher studies

10

PART A: INTRODUCTION

1 Rationale

Since the end of the 20% century, communicative language teaching has been central

in the agenda of second and foreign language teaching It has become the order of the day

to curionlum developers and English language teachers around the world Although Vietnam accepted commumicative language teaching a little bit later than many other countries the principles of communicative language teaching have been used as the foundation of the curriculum development and pre-service and in-service teacher training programs

Many researchers and scholars have proposed that second or foreign language

leaching should emphasize the development of communicative skills vather an just

linguistic competence, ie grammar In order to find out the suitable content and

appropriate teaching strategies, teachers have to meet leamers’ demands and needs first However, many teachers seem lo be unaware of their students? learning slyles lo find the

suitable teaching methods for different kinds of learners Each leamer has his own way of

receiving and processing information and knowledge Some leam from seeing and hearing,

some leam from reflecting and acting: reasoning logically and intuitively, memorizing and

visualizing (Felder, 1995) Similarly, lcachers do not follow the same method (caching, ar

if they do the way they implement that teaching method in the classroom is quite different

As Felder (1995: 21} noted that “teaching metheds alse vary Some instructors lecture,

others demonstrate or discuss, some focus on rules and others on examples ”

Since teachers ignore or pay little attention to their students’ learning styles, some

still use the same method of teaching Lo teach different tear serious mistnalches may

LIST OF TABLES

‘Table 1: Students and their interest in learning Hnglish

‘Table 2: Students” and Teachers? view on learning individually or in groups

Table 3: Students’ and Teachers” preferences in leaming iietBs sess

‘Table 4: Students’ and ‘leachers” preferences of teaching methodologies

Table 5: The frequency degree of icachars using activities in class

Table 6: Students’ and Teachers’ opinion about the importance of learning styles

‘table 7: Students’ and ‘Teachers’ opinion about useful activities

‘Table 8: The activities students Tike using in English class

Table 9: Students’ and Teachers’ favorite activitics in class

‘Table LO: Students’ and ‘Teachers’ opinion in using teaching aids

‘Table |: Students’ and Teachers’ view on being corrected immediately or laler

Table 12: Students’ and Teachers’ thought in correcting errors

‘Table 13: Students’ and ‘Teachers’ view on studying at home

Table 14: Students’ and Teachers® view on inuproversnt

Table 15: Students’ written tasks’ marks from the teachers

Chapter 2 Rescarch Methodology

2.4 Selting of the sindy

2.2 Participants

2.2.1 Students

2.2.2 Teachers

2.3 Dafa InsfTuieTft co: tt tưng

2.4 Data collection procedure

Chapter 3 Dala Analysis

3.1 Students’ interest in learning English

3.2 The way of Teaming in class 3.3, Preferences of learning ÏtEEM8 tin

3.4, Preferences of teaching methodologies

3.5, Teachers” methodologies often used in English class

3.6 The importance of learning stylos esnsisteenmnnentnnemenee

3.7.1, Students’ opinions aboul thir useful activities:

3.7.2 The activities students like using in English class

3.7.3 Students’ favorite activities in class

2 Suggested tcaching and Icaning activitics for different Icarning styles

2.1 Suggested teaching aotivities

2.2 Suggested leaning activities

3 Limitations of the study

4 S0asadiom for futher studies

APPENDIXES

Appendix 1: Survey questionnairs for studenis Appendix 2: Survey questionnaire for teachers Appendix 3: Written test set by the teachers

APPENDIXES

Appendix 1: Survey questionnairs for studenis Appendix 2: Survey questionnaire for teachers Appendix 3: Written test set by the teachers

LIST OF TABLES

‘Table 1: Students and their interest in learning Hnglish

‘Table 2: Students” and Teachers? view on learning individually or in groups

Table 3: Students’ and Teachers” preferences in leaming iietBs sess

‘Table 4: Students’ and ‘leachers” preferences of teaching methodologies

Table 5: The frequency degree of icachars using activities in class

Table 6: Students’ and Teachers’ opinion about the importance of learning styles

‘table 7: Students’ and ‘Teachers’ opinion about useful activities

‘Table 8: The activities students Tike using in English class

Table 9: Students’ and Teachers’ favorite activitics in class

‘Table LO: Students’ and ‘Teachers’ opinion in using teaching aids

‘Table |: Students’ and Teachers’ view on being corrected immediately or laler

Table 12: Students’ and Teachers’ thought in correcting errors

‘Table 13: Students’ and ‘Teachers’ view on studying at home

Table 14: Students’ and Teachers® view on inuproversnt

Table 15: Students’ written tasks’ marks from the teachers

APPENDIXES

Appendix 1: Survey questionnairs for studenis Appendix 2: Survey questionnaire for teachers Appendix 3: Written test set by the teachers

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5 Significance of the study

Oxtord (2003) emphasized that leaming styles and strategies of individual students can work together or conflict with a given instructional methodology Jf there is a harmony between them, then the sludenis are likely lo perform well, feel confident and experience low anxiety If classes happen, serious breakdowns in teacher-student interaction will exist These conflicts even result in the dispirited student” rejection of the loaching methodology, the teacher, and the subject matter Therefore, finding out the Jearers’ learning styles is a crucial step to help the teachers choose the suitable teaching method for them

The rosults from this sludy will help to provide an overview of students’ learning style preferences at Do Luong 2 school The study also finds out the extant of the gap

‘between students’ learning styles and teachers’ awareness of them Importantly, the study shows that when the teachers are aware of thair students” learning styles, there can be great improvement in their students’ language proficiency Students not only have positive attitudes towards leaming, but also towards the teacher and the subject since the teachers find out the best teaching methods for than, and creale the interesting and allractive jeamning atmosphere with many practical and effective lessons Suggested teaching activities can be drawn ont for language teachers in general and teachers in the similar leaching contex! in particular

6 Design of the study

‘The thesis ineludes three main parls

Part I is Introduction, which states the rationale, aims, research questions, scope, significance and design of the thesis

Part II consists of three chapters:

Chapter 1 reviews the literature relevant to the topic of research, deals with definition of leaming styles, classification of learning styles, the importance of

undorstanding students? learning styles, Misrusichos botwoon 5 rs? and Studunls? Perceptions of learning activities and the need to study students’ leaming styles and meet students’ needs and demands

APPENDIXES

Appendix 1: Survey questionnairs for studenis Appendix 2: Survey questionnaire for teachers Appendix 3: Written test set by the teachers

APPENDIXES

Appendix 1: Survey questionnairs for studenis Appendix 2: Survey questionnaire for teachers Appendix 3: Written test set by the teachers