1 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES. FACULTY OF POST-GRADUATE STUDIES ĐẶNG THU TRANG A STUDY ON NON-ENGLISH MAJOR STUDENT’S LEARNING STYLE PREFERENCES AT HAI DUONG VOCATIONAL TRAINING COLLEGE (Nghiên cứu về sở thích học của sinh viên không chuyên Anh Trường cao đẳng Nghề Hải Dương) MINOR THESIS Field: Methodology Code: 601410 HANOI, 2010 TIEU LUAN MOI download : skknchat@gmail.com 3 LIST OF TABLES Table 1: Learning mode Table 2: Preferred learning skills Table 3: Learning vocabulary Table 4: Learning grammar Table 5: Learning aids Table 6: Learning activities Table 7: Oral correction Table 8: Written correction Table 9: Doing homework TIEU LUAN MOI download : skknchat@gmail.com 4 ABBREVIATIONS ESL: English as a Second Language HDVTC: Hai Duong vocational training college TIEU LUAN MOI download : skknchat@gmail.com 5 TABLE OF CONTENTS Page ACKNOWLEDGMENTS i LIST OF TABLES iv ABBREVIATIONS iii PART A: INTRODUCTION 1 1. Rationale of the study 1 2. Aims of the study 3.
Scope of the study 2 5. Methods of the study 2 6. Organization of the study 2 PART B: DEVELOPMENT 3 CHAPTER 1: LITERATURE REVIEW 1. Definitions of Learning styles 3 1.
Categorizations of learning styles 4 1. Cognitive learning styles 5 1. Sensory learning styles 6 1. Perceptual learning styles 6 1.
Environmental learning styles 6 1. Personality learning styles 7 1. Summary of findings about learning style preferences 8 1. The advantages of identifying learning styles 9 CHAPTER 2: THE STUDY 11 2.
Subjects and the context of the study 11 2. The context of the study 11 2. Overview of Hai Duong vocational training college 11 2. The teachers of Hai Duong vocational training college 11 2.
The students of Hai Duong vocational training college. Data collection instruments 14 TIEU LUAN MOI download : skknchat@gmail.college 6 CHAPTER 3: DATA ANALYSIS AND DISCUSSION 15 3. Data collection procedures 15 3. Results and discussion 15 3.
Conclusion 22 CHAPTER 4: FINDINGS AND IMPLICATIONS 23 4. Summary of the findings 23 4. Using group work 24 4. Using visual aids 27 4.
Techniques for Reading comprehension 32 4. Teach grammar structures inductively 34 4. Placing new words into context 36 4. Provide a variety of homework 38 PART C: CONCLUSION 40 1.
Limitations and recommendations for further research 41 REFERENCES I APPENDICES III APPENDIX A: SURVEY QUESTIONNAIRE III APPENDIX B : QUIZ VI APPENDIX C : Reading Comprehesion (Unit 9: Food you like) VII APPENDIX D :Using group work (Unit 6: Can you speak English?) VIII (LUAN.college TIEU LUAN MOI download : skknchat@gmail.college 7 PART A: INTRODUCTION 1. Rationale of the study In recent years with the shift from an instructional paradigm to a learner-oriented approach towards language learning/teaching, understanding the way people learn is of crucial importance and is the key to educational improvement. There is no doubt that students take in and comprehend information in different manners. Some like to see and others like to hear.
Some prefer to learn individually, independent of others, while others enjoy interaction with their peers. It is widely believed that the different ways of how a learner takes in and processes information are collectively referred to as learning styles or learning preferences. To achieve a desired learning outcome, teachers should provide teaching interventions and activities that are compatible with the ways through which learners like to learn the language or any other subject matter. Students differ in terms of their learning styles and preferences for instructional practices.
Teachers can benefit from discovering their students‟ preferences in instructional practices. Nunan (1995:140) proposed that “teachers should find out what their students think and feel about what and how they want to learn”. Research on learning styles, has provided teachers and also students with a different view of learning and how to apply it to classrooms. Up to now, there has been very little research concerning Vietnamese ESL learners‟ preferences for learning English.
The purpose of this study is to examine preferences for English learning among non- English major students at HDVTC. Aims of the study With the above-presented rationale, the specific aims of the study, accordingly, are: to explore the HDVTC students style preferences for learning English to suggest pedagogical implications for students and teachers at HDVTC to improve students‟ achievement in learning English. Research Questions In order to investigate student‟s learning style preferences at HDVTC, the following questions were addressed: (LUAN.college TIEU LUAN MOI download : skknchat@gmail. Which learning styles are favored by students? 2.
What should be done to improve students’ achievement in learning English? 4. Scope of the study In my thesis, I intended to find out the learning styles of HDVTC students only and then suggest some useful implications for teachers to better students‟ achievement. The study is not a collection of learning activities, but a guidance for students and teachers. Methods of the study To achieve the aims mentioned above the following tasks are involved: A Survey questionnaire is conducted to find out the students‟ learning styles.
A 10- item language learning preference questionnaire was employed to elicit information for the study. The data from questionnaire was analyzed quantitatively. Organization of the study The thesis is organized into three parts: PART A - Introduction: provides the feasibility of the topic, the rationale of choosing the topic, the aim of the study, research questions, the scope of the study, the methods of the study and the design of the study. PART B- The Development: consists of four chapters CHAPTER 1 - Literature review: discusses theorical backgrounds that are relevant to the purpose of the study such as: definitions of learning styles, categorizations of learning styles, learners‟ learning preferences and advantages of identifying student‟s learning styles.
CHAPTER 2 – The study: presents subjects and the context of the study and data collection instruments. CHAPTER 3- Data analysis and discussion: presents data collection procedures, a detailed description of data analysis and report on the findings of different asked questions. CHAPTER 4- Findings and implications: provides summary of the major findings and some pedagogical implications for students and teachers at Hai Duong vocational training college. PART C - Conclusion: deals with what has been done in the study and some possible suggestions for further research and limitations of the study.
The references and appendices are also included in this part.college TIEU LUAN MOI download : skknchat@gmail.college 9 PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1. Definitions of learning styles During the past decade, educational research has identified a number of factors that account for some of the differences in how students learn. One of these factors is learning styles. Learning styles are described by different researchers: According to Kaplan and Kies (1995: 29-34): Learning style is an inborn characteristic which does not easily change during the lifetime, but can change and be developed during the life of the individual through the experiences.
This affects the individual while walking, lying, sitting, speaking, playing and writing. Actions are made according to these characteristics. Besides this, learning style has an important place in learning how to study. According to Grasha (1996: 386 ): Grasha developed another model based on the importance of preferences in learning.
He describes “learning style” as the collective experience of learning during the process of gaining knowledge. According to Allport (1961:608): Learning style is defined as perception, thought, remembering or problem-solving of the individual in the way that s/he is used to do. It is assumed that these definitions include cognitive processes and the individuals use the learning style that they are used to. According to Keefe (1979a:4): “Learning styles are characteristic cognitive, affective, and physiological behaviors that serve as relatively stable indicator of how learners perceive, interact with, and respond to the learning environment…Learning style is a consistent way of functioning, that reflects the underlying causes of learning behavior”.
By taking advanced cognitive processes, Keefe has explained lasting cognitive, affective and physiological characteristics after researching how the student perceived the environment and how she/he interacted his/her learning environment. He has also stated that individual characteristics are under the influence of the genetic code, personal (LUAN.college TIEU LUAN MOI download : skknchat@gmail.college 10 development and strong environmental adaptation. According to him, learning style has cognitive, affective and environmental aspects. According to Dunn and Dunn (1993:4): “Learning style is the way in which each learner begins to concentrate on, process, absorb, and retain new and difficult information It is a combination of many biological and experiential characteristics that work on their own or together as a unit to contribute to learning.
This interaction with new information is unique for each individual”. Dunn and Dunn have taken some developmental characteristics into consideration while determining learning styles. Because of differences coming from biological and individual developmental characteristics, some ways can be found to make instruction appropriate. In other words, some students learn through hearing, some through experiencing and some primarily through watching.
According to Dunn & Dunn, the important thing is that the teacher has to determine the ways by which the student learns in the process. According to Kolb (1984): His experiential learning which differs from other cognitive learning theories explores the use of experiences in the learning process. With this start, he has developed his studies following on experiential learning theory. As a result, a learning style model has been developed.
Kolb defines learning as “the process of being in harmony with the social and physical environment”. He has proceeded to define “learning” and differentiate it from knowledge. According to Kolb, learning is a process and knowledge is the transformation of the experience. Among the above mentioned definitions of learning styles, the definition by Keefe sees learning style as broader construct, which includes cognitive along with affective and psychological styles.
It was accepted by the leading theorists. Therefore, the researcher will refer to the definition of Keefe in this study. It is necessary to categorize the learning styles. So the categorizations of learning styles will be presented in the following part.
Categorizations of learning styles Within learning styles, there are differences in the components that make up each one. For example, in the category of perceptual learning styles. Keefe (1979:137) uses (LUAN.college TIEU LUAN MOI download : skknchat@gmail.college 11 kinesthetic/psychomotor, visual/spatial and auditory/verbal. Reid‟s perceptual learning style (1995:15-17) includes visual, auditory, tactile, kinesthetic, group and individual learning styles.
Reid (1995:15-17) divides learning styles into three major categories: cognitive learning styles, sensory learning styles, and personality learning styles. Cognitive styles relate to thinking, problem solving abilities and the ability to organize information. Sensory or perceptual learning style has to do with the physical environment in which we learn, and involves using our senses in order to perceive data. Personality learning style takes students‟emotions, values and feelings into consideration.
Cognitive learning styles Field-independent vs. Field-dependent: Field-independent learners learn more effectively step by step, beginning with analyzing facts and proceeding to ideas. The field independent students prefer to learn in a context where rules, instructions, discrete-point tests and imitation are emphasized. Field- dependent students, on the other hand, generally prefer cooperative and experiential learning environments Analytic vs.
Global: Analytic learners learn individually. They prefer to learn one detail at a time in a meaningful sequence. Once they know all the parts, they put the parts together and comprehend the “big picture”. Global learners prefer interaction with other people.
They concerned with the whole meaning and the end results. They need to start with an overview of the “big picture” before they deal with elements of the whole. Impulsive: Reflective learners learn more effectively when they have time to consider options before responding. They learn by thinking things through, working alone.
While impulsive learners are able to respond immediately and take risks. They learn by trying things out, working with others (LUAN.college TIEU LUAN MOI download : skknchat@gmail. Sensory learning styles Sensory preferences refer to the perceptual and physical learning channels with which the student is the most comfortable.