SKKN a study on learning style preferences at phan dang luu high school

SỞ GIÁO DỤC & ĐÀO TẠO NGHỆ AN
Đơn vị: Trường THPT Phan Đăng Lưu

SÁNG KIẾN KINH NGHIỆM
Đề tài:
“A Study on Learning Style Preferences
at Phan Dang Luu High School”

Môn: Tiếng Anh
Người thực hiện: Nguyễn Đình Quang
Tổ: Văn - Ngoại ngữ
Điện thoại: 0963946479

Có đính kèm:
Mơ hình

Phần mềm

Phim ảnh

NĂM HỌC: 2021-2022

Hiện vật khác


Table of Contents
PART 1: INTRODUCTION .............................................................................................. 1
1.1

Rationale ............................................................................................................. 1

1.2 Aims of the study ...................................................................................................... 1
1.3 Scope of the study ..................................................................................................... 2
PART 2: CONTENT........................................................................................................ 3
I.THEORETICAL BACK GROUND .................................................................................. 3
1. Definitions ................................................................................................................. 3
1.1 Learning style ........................................................................................................... 3
1.2

Visual learning style .............................................................................................. 5

1.3

Auditory learning style .......................................................................................... 5

1.4

Kinesthetic learning style ....................................................................................... 6

2

The importance of learning style ................................................................................ 6

3

Relationship between learning styles and learning strategies and teaching styles ............ 7

3.1 Visual learner strategies ............................................................................................. 8
3.2 Auditory learner strategies.......................................................................................... 8
3.3 Tactile or Kinesthetic Learner Strategies ...................................................................... 8
PART 2: THE CONTENT ................................................................................................ 9

II. PRACTICAL BACKGROUND ...................................................................................... 9
1.1 Research methods.................................................................................................... 10
1.2 Data instruments ..................................................................................................... 10
2. Findings of the Study................................................................................................. 11
3.Solutions: Suggested Teaching and Learning Activities for Different Learning Styles ....... 16
PART 3: CONCLUSION ................................................................................................ 42
3.1 Recapitulation......................................................................................................... 42
3.2. Suggestions for Further Studies ................................................................................ 42
References .......................................................................................................................
Appendix ...........................................................................................................................
Questionnaire 1 ................................................................................................................
Questionnaire 2 ................................................................................................................


PART 1: INTRODUCTION
1.1 Rationale
Today, English plays an important and necessary part in modern society. In any
field of society, we use it to communicate. English becomes the international
language in the world. Therefore, learning English is a trend of everyone
nowadays.
In addition, learned what we want and we like makes us have really passion It
is very vital to indicate the importance of English learning styles because there are
demands of society.
People needs to know and use English but they have
difficulties in finding the best solution to study. Researching learning styles will
help people have more chances to study better. Learning style is an important
factor that affects to the second language learning (SLL). In fact, many researchers
and teachers seem to know of the concept, and most of them find learning styles
interesting and important. However, there is little research that reveals about the
relationship between learning styles and success in English learning. Therefore, the

author would like to find out more information about out of class learning and its
application in teaching English.
Furthermore, both the Vietnamese teachers and learners of English at high
school facing many problems in teaching and learning English. Especially as the
students in the countryside who lack of good equipment to practice four skills in
English (reading, writing, listening and speaking). Thus, carrying out a study on
learning styles preferences to instruct students many practical and suitable lessons
to learn in class and by themselves and help them more and more advanced.
Lastly, the author is a teacher of English in high school. He is aware that
knowing and catering to students’ learning styles can help them a great deal to
improve their English
For the reason above, the author has determined to choose the topic
A study on learning style preferences at Phan Dang Luu high school
1.2 Aims of the study
As mentioned above, there are several reasons that lead the author to choose
to carry out the study. Thus, the purposes of the study as follow
-To investigate the typical learning style at Phan Dang Luu high school.
-To provide teachers with activities needed to satisfy student’s learning styles in
classroom
-To provide some clues for students to make use of their strengths in learning
English.
1


1.3 Scope of the study
The study is carried out in Phan Dang Luu high school where the author has
taught for 6 years. The subjects are limited to 88 students at the 10 th graders in
Phan Dang Luu high school, which is a limitation of the research as a result. The
author wishes to focus on learning styles and the importance of learning styles,
some suggestions for students to help them make use of their strengths and some

clues for teachers to satisfy student’s learning styles in classroom

2


PART 2: CONTENT
I.THEORETICAL BACK GROUND
1. Definitions
Learning style is “an individual’s mode of gaining knowledge” (Dictionary.com,
2012). The visual learning style is considered to be a “process through which
students gain knowledge and understanding through explicitly visual tools”
(Lewis, 2012). The kinesthetic learning style means that the student learns best
when they are permitted to touch and feel through physical activity (Lewis, 2012).
The auditory learner learns best when they are able to hear the instruction
(Fleming, 2012). An assessment is “an act of evaluation” (Dictionary.com, 2012).
1.1 Learning style
Learning styles are the preferred or habit patterns of mental functioning when
dealing with new information. There are a great deals of definitions of learning
styles. Because a learning style involves perception, cognition conceptualization,
affect and behaviors, it is understandable that various learning style models and
definition exist.
According to Keefe (1979, p4), learning styles are ‘characteristic, cognitive,
affective and physiological behaviors that serve as relatively stable indicators of
how learners perceive, interact with and respond to the learning environment”.
What the author understands from Keefe’s definition is that learning styles refers
to one’s attitudes and manners which are typical cognitive. They are signs that
show how students become aware of communicate with and react favorably to
learning situations
Cornett (1983, p9) proposes that “learning style is a consistent pattern of
behavior but with a certain range of individual variability. Styles than are overall

patterns that give general direction to learning behavior”. Cornett means that one’
learning style is not changing but to some extent it has the tendency to vary
according to each individual. Styles play a significant role in guiding students’
learning.
Dunn and Griggs (1988, p3) define learning style as “the biologically and
developmentally imposed set of characteristics that make the same teaching and
method wonderful for some and terrible for others’ Dunn and Griggs want to refers
to style conflicts between teachers and students. Each one has his/her own typical
characteristics and personality sp he/she has his/her own ways of learning. In the
classroom, students will do well if their learning styles suit their teacher’s and the
teacher’s teaching methods will not be effective if they do not suit students’
learning styles.
Scarcella (1990, p114) views learning styles learning styles as ‘cognitive and
interactional patterns which affect the ways in which students perceive, remember,
3


and think. While Ehrman and Oxford (1990) have defined learning styles as
”preferred or habitual patterns of mental functioning when dealing with the new
information”
The following definition by Kinsella (1995, p.171) appears to reflect that learning
style refers to preferences and behaviors used by individuals to aid their learning in
a given information
A learning style refers to an individual’s natural, habitual and preferred ways
of absorbing
processing, and retaining new information and skills which
persists regardless of teaching methods or
content area. Everyone has a
learning style, but each person is as unique as a signature. Each signature
appears to be influenced by both nature and nurture: it is a biological and

developmental set of characteristics
Lawrence( 1984) indicates that the term learning style is used loosely in
educational research to encompass four traits: (a) cognitive style,preferred of
habitual patterns of mental functioning;(b) patterns of attitudes or interests that
influence a person’s attention in a learning situation; (c) a disposition to seek
learning environments compatible with one’s cognitive style attitudes and interests
and to avoid incompatible environments, and (d) a disposition to use certain
learning tools( learning strategies) and avoid others. This comprehensive definition
of learning style thus spills over into the affective domain and helps predict
strategy choice.
Willing (1988) defines learning styles as an inherent, pervasive set of
characteristics related to how learners prefer to learn or to deal with new
information. Learning style contains many different cognitive, social and affective
elements. Examples of these elements are analytical –global processing
(cognitive), competition- cooperation (social), and risk-taking (affective)
According to Reid (1987), learning styles are considered as variations among
learners using one or more senses to understand, organize and retain experience,
which means learning styles differ according to various composite of learners’
abilities in their learning process. Learning style is a consistent way of functioning
that reflects cultural behaviors patterns and like other behaviors in influenced by
cultural experiences, may be revised as a result of training or changes in learning
experiences. Learning styles are thus “moderately strong habits rather than
intractable biological attributes (Reid,1987,p.100). Also, learning style is defined
as ‘ an individual’s natural, habitual and preferred way of absorbing, processing,
and retaining new information and skills” (Reid,1987: iix) or the term “learning
style” refers to a person’s general approach to learning and problem –solving (Reid
(1998,p.ix) asserts that “ learning styles are internally based characteristics, often
not perceived or consciously used by learners, for the intake and comprehension of
4

new information”. Among the various definitions of learning styles, the definition
by Reid (1998) is now the most widely accepted (Peacock, 2001). The definition
by Reid (1998) seems the most comprehensive, thus, it is chosen for the current
study,
1.2 Visual learning style
. Fatt (2000) says that people with a visual learning preference “see the world by
constructing or remembering mental images” (p. 35). Fatt (2000) says that visual
learners would prefer reading, observing, and the display of data and visual aids.
Visual students would rather learn by watching movies, film strips, pictures, and
graphs which help integrate the subject (Fatt, 2000). When taking a test, a visual
learner would do better on the test if the test had visual diagrams (Fatt, 2000).
Students who show a preference for a visual learning style and are given
instruction with visual aids will perform better when given the appropriate
materials (Cegielski et al., n.d.). Teaching strategies used for visual learners could
include demonstrations, pictures, or graphs (Coker, 1996). Some key words that
can be used to get a visual learner to pay attention are: see, look, imagine, observe,
search, and perceive (Coker, 1996).
1.3 Auditory learning style
Persons with an auditory learning preference prefer sound and make better
decisions on what they have heard or read (Fatt, 2000). Fatt (2000) says that
auditory learners would prefer lectures, seminars, discussions, and tapes. By
letting auditory learners to listen to tape recordings of material, they are more
likely to ask questions about what they have learned and may not have
understood (Fatt, 2000). When taking a test, an auditory learner would do their
best by being given an oral examination (Fatt, 2000).
A particular interest to faculty is auditory learners who learn best by
listening (Davis & Franklin, 2004). According to Davis & Franklin (2004) the
auditory dimension is not like the social dimension at all. The auditory dimension
is considered to be exclusive; “learners have high, neutral, or low aptitudes for

auditory environments” (Davis & Franklin, 2004, p. 54). Some key words to use
with auditory leaners include rhythm, hear, detect, tempo, and flow (Coker, 1996).
According to Coker (1996), “The learner may also want to visually compare his or
her technique to a model demonstrating the desired movement” (p. 67).
Using the appropriate materials with auditory learners on mathematics can
develop their understanding of the topic being taught (Hardy, 2010). According to
Hardy (2010), “Auditory students can clearly hear the answer ringing out at them
in particular instances, such as the factorization of 3pqr + 15pq (Hardy, 2010). By
using key words such as state, substitute, and solve in mathematics, teachers can
maximize the retaining of information with students (Hardy, 2010).
5


1.4 Kinesthetic learning style
The individuals with a kinesthetic learning preference communicate with the
environment by feelings or feeling (Fatt, 2000). Students who are considered to be
kinesthetic learners prefer to learn by doing (Fatt, 2000). Kinesthetic learners
“prefer a trial and error method of learning” (Fatt, 2000, p. 36). This type of
learner would rather not learn by explanations, visual presentations, and
discussions (Fatt, 2000). A kinesthetic learner would rather be learning with
hands-on experience which helps them create and develop what they have learned
(Fatt, 2000).
By giving a test with task-oriented questions a kinesthetic learner would
have better results (Fatt, 2000). A person with a kinesthetic preference of learning
has “the ability to use the body to build rapport, to console, to persuade, and to
support others (Silver et al., 1997). Some careers a kinesthetic learner would be
good at are a coach, counselor, professional athlete, or even a choreographer
(Silver et al., 1997).
2

The importance of learning style

According to Lohri-Posey (2003), “Learning styles indicate an individual’s
preferential focus on different types of information, the different ways of
perceiving information, and the rate of understanding information” (p. 54). Having
an understanding of the learning style preferences of students can provide effective
learning strategies for teachers to use (Lohri-Posey, 2003). Students who share a
learning style that is attuned with the teacher remember information longer and are
more optimistic about learning (Lohri-Posey, 2003).
Often, students will not do that well in school, this is due to the fact that they
“lack the ability to cope with various situations” (Fatt, 2000). Students not coping
with various situations is one of the greatest challenges in education (Fatt, 2000).
By using individual’s specific learning styles in the classroom, teachers are
promoting problem-solving skills (Fatt, 2000). By promoting problem solving
skills in classrooms teachers are preparing students for real life situations.
By making students aware of their specific learning style teachers can
“encourage them to realize the importance of appropriate learning styles for
different disciplines or subjects and that such styles may hopefully be changed to
suit changing learning situations” (Fatt, 2000, p. 37). According to Fatt (2000)
students will not benefit from teaching methods being mismatched to the student’s
styles of learning. By teachers providing a learning environment that suits the
unique learning styles of students they can “learn better and be more comfortable
in their own learning styles instead of having to adapt themselves to the differing
teaching styles of teachers” (Fatt, 2000, p. 38).
Due to the fact that teachers present their personalities through their teaching
and their learning environment, teachers can become more flexible in knowing
6


their students learning styles (Fatt, 2000). According to Manochehri & Young

(2006), “Researchers believe that learning style is a good predictor of an
individual’s preferred learning behavior” (p. 314). Having a teacher who
understands the learning style or behavior of a student can minimize problmes that
may come up with learning.
By matching a students learning style to a specific teaching style can
increase student achievement and satisfaction (Manochehri & Young, 2006).
According to Naimie, Siraj, Abuzaid, & Shagoholi (2010) studies have shown that
“the congruence between teaching and learning styles has a positive impact on
achievement and satisfaction” (p. 85). According to Naimie et al. (2010),
“learning style specialists have confirmed the theory that students will learn more
and enjoy the class experience and environment when they can use their preferred
learning styles” (Naimie et al., 2010).
According to Kahtz & Kling (1999), “Developing instructional methods and
materials that are appropriate for a wide range of cognitive learning styles
should be a priority of all educators” (p. 413). Due to the fact that students
respond better to instructional methods that match their learning style,
integrating different learning styles in the classroom environment can enhance
the benefits for everyone (Kahtz & Kling, 1999). Matching the teachers
learning methods to the students learning preferences will allow the student to
“acquire a better understanding of the subject matter in question” (Cegielski,
Hazen, & Rainer, n.d., p. 136
3 Relationship between learning styles and learning strategies and teaching
styles
Styles are usually at the root of an individual’s natural strategy preferences,
it is logical to start with styles and then move to strategies. The term ” language
learning style” is used to encompass 4 aspects of the learner:: (1) cognitive style.i.e
preferred or habitual patterns of mental functioning; (2) patterns of attitudes and
interests that affect what an individual will pay most attention to in a learning
situation; (3) a tendency to seek situations compatible with one’s own learning
patterns; and (4) a tendency to use certain learning strategies and avoid others

(Lawrence 1984). Learning style is pervasive (Willing,1988) and is a mixture of
cognitive, affective and behavioral elements( Oxford $ Ehrman 1988)
“Language learning strategies” , in contrast to styles , are much more specific.
They are the often –conscious steps or behaviors used by language learners to
enhance the acquisition, storage, retention, recall and use of new information
(Rigney,1978; Oxford,1990b). Strategies are malleable and teachable (Brown,
Campione, and Day 1981; Oxford, 1990a; O’Malley and Chamot,1990) .
However, when left to their own devices and if not overly pressured by their
environment to use a certain set of strategies, students typically use learning
strategies that reflect their basic learning style
7


(Ehrman&Oxfrod,1988,1989;Ehrman,1989,1990)
In this study, the author pays attention to 3 main strategies
3.1 Visual learner strategies
The visual learners should have a clear view of your teachers when they are
speaking. Therefore, learners can see their body language and facial expression.
Furthermore, using color to highlight important point in texts, visualizing
information as a picture, illustrating ideas as a picture are some indispensable
solutions for this learning. Another necessary strategy is that the learners can study
in a quiet place away from verbal distances. Moreover, it is important that they
should make charts, graphs, tables in their notes. Moreover, in class, visual learners
may participate actively, which keep them involved. Specially, when memorizing
materials, they should write it over and over. They should remember that keeping
the pencil and paper handly always helps them to write their ideas. There are some
strategies for visual learners to learn better
3.2 Auditory learner strategies
The auditory learners should have some effective strategies. In the classroom, the
auditory learner should think aloud and talk to yourself , participate in class

discussions/debates, make speeches and presentations. Moreover, discussing ideas
verbally with a friend or small group can help them to develop their practical
abilities. A useful way to learn is using a tape recorder to record what the teacher
say in class. So that, at home they can listen again the content of the lesson by
means of the recorder. Furthermore, playing music background will give
inspiration for them to learn. In fact, the auditory learners should sit near the side
or back of the classroom where is less visual stimulations. Discuss your ideas
verbally with a friend or small group
3.3 Tactile or Kinesthetic Learner Strategies
The kinesthetic learner should take frequent study breaks , vary some activities
Making studying more physical-work at a standing desk, chewing gum while
memorizing, reading while on an exercise bike, mold apiece of clay, squeeze a
tennis ball are some interesting measurements for learners. Besides, another
solution is
using bright color to highlight reading material, dress up the work space with
poster and color. Specially , When learners reading, they can first skim through
the whole thing to get a feel for what its about, then read the chapter carefully. In
addition, to memorize best, they can use spatial note taking techniques such as
mind map is really a good strategy. Moreover, complex projects from start to finish
before beginning should be visualized-this will allow them to keep the big picture
in mind
8


PART 2: THE CONTENT
II. PRACTICAL BACKGROUND
It is Yen Thanh district that it has some special features. It is a peaceful
countryside, the village of rice where people is hard-working in the rice field. It is
the homeland of famous people: Phan Dang Luu who is one of leaders of Vietnam
Communist party in 1932-1940 period, Bach Lieu who is the first poinsettia or Trại

Trạng Nguyên in Vietnamese in the Tran dynasty in Thanh-Nghe-Tinh areas. Yen
Thanh is famous for educational spirit, which becomes the beauty of village.
Besides, Yen Thanh town culture is mainly influenced by the culture of Ha Noi,
the capital of the country. The manners, behavior of people here are the same as
the life style of Ha Noi. Because Yen Thanh has the north of Nghe An which is in
the way to Ha Noi. Besides that, the culture of Vinh city has influenced on the
village Yen Thanh by means of the transport.
The author is proud of a teacher at Phan Dang Luu high school, a well- known
high school in Nghe An province. Phan Dang Luu high school is one of famous
schools which is not only in Nghe An province but also in Vietnam. In the
academic year 2015-2016, 2017-2018, 2018-2019, in the good student exam, the
school always ranked in the top sixth of Nghe An province. There are a lot of
good students who passed GCSE exams to enter famous universities At Phan Dang
Luu high school, there are ten teachers of English, most of whom have experience
teaching English (30- 60 years old) and responsible for their teaching. Ten teachers
passed the FCE exams, and two teachers are M.A.
There are three grades, 10, 11, and 12, with 39 classes in Phan Dang Luu high
school in 2021-2022. All of the students are studying English new textbooks.
Grade 10 is considered to learn at the intermediate level in comparison with grades
11 and 12. The study subjects are students from two class 10A7 and 10A3,
acknowledged to be two intermediate 10th classes in learning English. Students are
taught by the same teacher and the same course and materials at the first term. The
students are from 15 to 16 years old. Many of them are hard-working and active.
Having chances to teach English in these classes, the author finds that students
here are interested in learning English. 10A3 class is specialized in Math, Physics,
and Chemistry. However, they still pay attention to learning English. Meanwhile,
10A7 class is specialized in English, Literature, and Math, and some students are
excellent at English. The author finds that 10A3 has the same level in learning
English, and 10A7 has good students. The survey questionnaire is conducted
among 88 students in these classes to investigate their learning styles.

Besides, the students in the countryside who lack of good equipment to practice
four skills in English (reading, writing, listening and speaking). Further, the
students lack of the instructor who give learning strategy when they self-study at
9


home. The author wants to instruct students a lot of authentic and appropriate
lessons to learn in class and by themselves and help them more and more
advanced.
III. THE STUDY
1.1 Research methods
The study adopts a quantitative survey method. Data will be collected through
the questionnaire administered to 88 students at the 10 graders at Phan Dang Luu
high school.
1.2 Data instruments
There are different data instruments used to collect data for an investigating
teaching and learning styles such as oral interview, written questionnaire,
observation, verbal reports, diaries and dialog journals. In this study, the author
chooses questionnaire is the necessary instrument due to its accuracy and
popularity as the author has analysed before. The author hands out two types of
questionnaires.
Two questionnaires with twenty- five questions are used in the survey. The first
questionnaire is about learner’s background and the aspects relating to the
students’ learning styles. In the second questionnaire, the author would like to
identify students’ learning styles by getting them to answer 15 questions.
The first questionnaire including 10 questions helps make a clear and full
understanding about students’ background, ideas and their preferred styles.
Question 1 reveals about how much time the students have been learning English
for. Question 2 shows us students’ interest in learning English. Question 3 enables
the author to analyse students’ personalities. Question 4 shows the information

about students’ most favourite activities in class. Question 5 and 6 reveal about
students’ ideas on the role of learning styles in the success of target language
learning. Question 7 estimates the frequency degree of the teacher’s using variety
of activities in the class. Questions 8 and 9 indicate students’ satisfaction about
teaching styles. . Finally, question 10 reveals about students’ understanding about
their learning styles
The second questionnaire helps the author classify students into three types:
visual learners, auditory learners and kinesthetic learners. There are 15 questions in
this questionnaire. These questions aim to assess students’ learning styles due to
three subtypes: visual learners, auditory learners and kinesthetic learners. Students
will read the questions carefully and decide if they always apply the statements or
sometimes or seldom. Questions 1, 6, 10, 12 and 15 help the teacher to identify
auditory learners. Questions 2, 4, 7, 9 and 13 are used to assess visual learners.
Questions 3, 5, 8, 11 and 14 are used to identify kinesthetic learners.
10


2. Findings of the Study
All students in the survey learn English when they were in grade 10. They thus
have been learning English for 5 years up to now. Classes 10A7 and 10A3 are the
two best classes in learning English of grade 10. They are learning Basic English
textbooks and have three 45 minute-periods of English per week and an English
extra-class each week.. They are mostly interested in leaning English (83,75 %)
and only a small number of students do not enjoy leaning English (16,25%).

Question

Choices

Numbers of

students

%

Yes

67

83,75

No

13

16,25

1

Table 1.. Students and Their Interest in Leaning English
Additionally, question 3 shows us the students' opinions about the activities
they like best in an English class. The pie chart below shows the information about
the activities which students believe that they are fruitful for their English learning.
As it can be seen from the chart, students' most favorite activity in the class is
playing games. 26,25% of students think that they learn best when they are
involved in games. The second favorite activity is listening sounds. 18,75% of
them claim that listening to music is an effective way for them to learn English.
Writing and reading are two least interesting for students. Only 7.5% and 10% of
students take delights to these activities. 16.25% of students like to watch videos or
power point presentations in the class and only 13.75% of them think that doing
exercises in the textbook helps them to get more knowledge.

This result provides evidence that students like a variety of activities. Each
learner has their own belief about activities that are suitable for them. Therefore, it
is very necessary for the teacher to create a lot of activities to satisfy students’
belief.

11


Student'Opinion about
best activities
. Listening to
English songs
Playing games

16.25

26.25

10
7.5
7.5

18.75

Doing exercises
from text books
Discussion,preset
ation

13.75

Chart 2 Students’ Opinion about their Favorite Activities
Besides, question 4 indicates students' points of view about the role of learning
styles in English learning.
Question
5. the role of learning
styles in target language
leaning

Choices

No of students

%

A. very important

30

37.5

B. important

38

47.5

C. not important

12

12.5

Table 2 Students’ Opinions about the Importance of Learning Styles in Target
Language Leaning
The above table indicates students' opinions about the role of learning styles in
English learning. 47.5 of students estimate learning styles as a very important
factor effecting to learning process, 37.5% of students think it is very important
and only 12.5% do not think the same.
Furthermore, the students in 10A7 and 10A3 display their views on the role of
learning styles by ranking it in five other factors relating to the success in learning
English in question 5

12


Student'Ideas about the importance
of learning styles
37.5

40
30
20
10
0

28.75
17.5

The 1st

the 2nd

the 3rd

7.5

8.75

the 4th

the 5th

Chart 3. Students’ Ideas about the Importance Degree of Learning Styles in
English Leaning Success
The bar chart indicates students' point of view about the role of learning styles
in comparison with 4 other factors affecting the results of language learning
process. These factors are students' motivation, students' attitude, students'
personality and teacher's methods. As it can be seen clearly from the chart, 38,75%
of students rank learning styles the second important factor. 28.75% of them think
it is the third important factor. Only 8.75 % claim that learning styles play the least
important role among five factors. This figure claims that students are highly aware
the importance of their learning styles in success of English learning.

Degree

always

often

sometimes

seldom

A. using music and songs

0

4

15

61

B. using charts, graphs, lists,
pictures

2

23

31

24

C. games, physical activities

3

7

21

49

D. discussion, debates

12

43

21

4

E. power point presentations

2

23

43

12

F. watching videos

0

15

62

Activities

3

Table 3 The frequency degree of activities that teachers use in class
The table reveals about the frequency degree of activities that teachers use in
class. The table shows the fact that teachers have not yet used a variety of activities
in the classroom. 62 students say that teachers seldom let students watch any
videos. Games, physical activities, music are in the same situation. Teachers
13


seldom use them in the classroom. According to the author's experience in teaching
in Phan Dang Luu High School, the activity is used most widely is group
discussion. Due to the results of the survey, this experience is partly true. 43
students state that discussions and debates are often used in the English class. 61
students claim that teachers seldom use music or activities relate to music in the
classroom. This is reasonable because teachers have to teach due to the textbooks.
However, music should be used more often to cater to auditory learners.
Besides, question 7 indicates students' belief about the relevance of teaching styles
to their learning styles. 41.25% of students think that teachers' teaching ways are
not suitable for their learning styles. 6.25% of them sometimes feel the way of
teaching is good for them. 29.25% think that they often learn well due to teachers'
pedagogical ways. 25% of students totally agree with teachers' methods.
Question

Choices

7.the relevance of A. always
teacher’s
teaching
B. often
styles to students’
C. sometimes
learning styles
D. seldom

%
29.25
25
6.25
42.5

Table 4. Students’ Opinion about Teachers’ Teaching Styles
Additionally, the students express their satisfaction about teacher's
pedagogical methods in the question 8. The pie chart below describes students'
satisfaction about teachers' pedagogical methods. According to the chart, we see
that 92.5% of students in 10A3 and 10A7 are satisfied with teachers' ways of
teaching English. They believe that their teachers use the correct methods to teach.
Meanwhile only 7.5% of them disagree with the teachers.
Students' Satisfactoration about Teacher
Pedogogical methods
7.5%

Yes
N0

92.5%

Chart 3 Students’ Satisfaction about Teacher’s Pedagogical Methods
14


Question 9a reveals about students' awareness about their learning ways.
According to the results, more than half of investigated students (51.25%)
understand about their learning ways. Meanwhile 48.75% say they do not know
clearly about their learning styles.
However, this figure may be not totally correct for many reasons. To check out,
the author gets them to answer the question 9b to ensure that they have known
clearly about their learning styles. The result claims that only 33.75% of students
have a clear understanding about their learning styles and the rest of the students
(66.25%) have no ideas about their own learning ways.
Question

Answer

Choices

No of students

%

yes

27

33,75

9b

students'
understanding about
their learning styles

no

53

66,25

Table 5. Students’ Understanding about Their Learning Styles
The result points out the fact that students seldom approach the phrase
"learning styles ". They do not know about their preferred ways to learn English. It
is because teachers never get them in any learning styles survey and do not tell
them about this matter. In the author's point of view, students' learning styles have
not been considered as an important matter to apply in English teaching and
learning process.
After analyzing the data received from the questionnaire 2, the proportions of
each perceptual learning styles (kinesthetic learners, auditory learners and visual
learners ) are presented in the chart below.

The percentage of
students'perceptual learning
styles
Kinesthe
tic
learners

28.750%
Auditory
learners
20.000%

Visual leaners

Visual
leaners
51.250%

Auditory
learners
Kinesthetic
learners

15


The pie chart above describes the proportions of students' perceptual learning
styles in two classes 10A3 and 10A7. As it can be seen clearly from the chart, the
most popular learning style among students is visual learning styles. 51.25.% of
students are visual learners. Therefore, more than half of students in these classes
like using images, pictures, colors and other visual media when they are learning.
They like to read and see visual things and this makes them learn better. 20% of
them are auditory learners who like working with sound and music. This kind of
this learning styles accounts for the smallest rate only 21.05% of all. Kinesthetic
learners take up 28.75% of all and rank the second to the visual learners.
Generally, visual learning style is the most prominent learning style of all and
auditory learners accounts for the least popularity. From the pie chart, we can come

to a conclusion that the rate among perceptual learning styles is quite different.
By investigating into English learning styles of students in 10A3 and 10A7 in
high School, we can assess that learning style has not been a highly applied
concept in this high school. Despite its important roles in SLL, teachers and
students have not approached this matter. Furthermore, the results of the survey
enable us to acknowledge about the variety of learning styles in a classroom.
Therefore, it is necessary for teachers and educators to base on the research and
work out the appropriate pedagogical techniques to help students learn well due to
their learning styles.
3.Solutions: Suggested Teaching and Learning Activities for Different Learning
Styles
During his teaching in Phan Dang Luu high school, the author has applied some
activities in class to make students motivate. Below, the author will introduce the
models of activities that he applied in his real teaching
Lesson plan 1 : Unit 3 Music Writing English 10, page 32, Class 10A7
Journals for visual learners
I.Established Goals: By the end of this lesson, students will be able to:
-

identify idol , some famous singer and band in the world

-

recognize the life of singers

-

have avid passion about music

-

create a love about music and have the hobby listening to music

2.Teaching Aid: Poster. Textbook
3. Procedure
Step 1: teacher ask students to write about a paragraph about the singer he/she
likes in the paddle in the link at home
16


/>Step 2: The teacher posts a sample paragraph about a famous song of a famous
singe in the padlet
My favourite song is Con Mua Ngang Qua. It
is performed by Son Tung MTP singer. He is
talented singer. I adore his style . The tune
is incredible and strange. The lyrics is easy
to learn. He is well -known for his pop
music. He is my idol

+The teacher instructs students how to add picture in cell phone or on computer
+ Then the teacher ask students to write a biography about a singer he/she likes in
3 days
In class
Step 4: Activity 3:
+In class, teacher show all written paragraph of every student in class in screen
projector
+ the teacher has checked all paragraphs and give the 3 prizes for the 3 excellent
paragraph

17

In class 10A7: The first prize about Taylor Swift. She has performed the proud and
exciting about the Taylor Swift. She has provided the knowledge about the life of
Taylor Swift

‘

One of my favorite singers is Taylor Swift .known as one of the
most famous singers in the world ,Taylor Swift is a typical
exampl of an independent woman that inspires many young
people in cludding me Taylor has achieved a number of a wards
and honers including : Grammy awards ,American Music awards
Billboard Music awards and so on .Her youtube channel has
reached 31 million followers and her best song . Shake it off has
already had 2.6 billion views - a crazy number of which many
singers always dream ... Her talent has shone through her
incredible abiliti to write songs as well as a beautiful unique
voice .Any lyrics in her songs have hidden message which make a
18


strong impression listeners .Her songs are totally based on her
life experiences - a distinctive style that sets her apart from
other singers . Her charm and charisma is inevitable .
Besides , she realized har special interest music quite early and
always has supportive family when fecing difxculties . In
addition , her great inyuence on me goes beyond her musical
talent . It is her character that is what i really admire about her .
She won'n sit in the silence and avoid a problem if it causes

defamition to her and not try to hide anything . She is also a
strong supporter of feminism nd has a range of famous and
meaningful saying that aspires us . Overall , Tayor Swift is a
talented singer with admirable personalities and her life story
would be wonderful inspiration for those who are on their way
to pursue their dreams
The second prize is written by Nguyen Van Long about the singer My Tam. He
write a short but very brief about the life of My Tam:
Hello! Today i talk about my favorite singer and songs. Talking
about a famous and beloved singer, the name of My Tam
immediately appears in my mind. She is known as the" the
nightingale " of Viet Nam because of her amazing voice.
Personally, i always fall in love with every single song of hers.
She is in 30s now, but still looks quiet charming and attractive.
I won't say she has a unique performance style, but her voice is
one and only. Despite being in the A-list celeb, My Tam is a
humble person and really jovial. She is also featured in other
singer's products and in some xlm such as: " Chị trợ lý của anh,
Dấu u, Tình xót xa thơi,.... but i favorite song " nguoi hay
quen em di" because the song has a deep meaning about love,
it's gentle and easy to sing. It can be said that i am really a
huge fan of My Tam and she is my role model in life. Thanks!

19


Step 5: Teacher gives comment students how to write a biography:
In 2 paragraphs of Vu Thi Phuong Linh write about Taylor Swift and
Nguyen Van Long write about My Tam, they consists of 4 points:
Early years, typical works, important achievement, conclusion (feeling, emotion

about the singer). It is the way to write about a biography. The teacher asks
students to imitate to edit their paragraph at home

\

20


Lesson Plan 1
Period: 15
Date of preparing: 6//10/2021
Date of teaching: 8/10/2021
Class

: 10A7
Unit 3: Music
Lesson 6: Writing

I. Aims and Objectives:
By the end of the lesson, students will be able to:
- Write biographies based on fact files.
- Read given paragraphs, match each of them with the corresponding
heading
- Answer the questions
- Write a biography with given information
II. Teaching aids.:
- Teacher: Handouts, textbook, pieces of papers.
- Students: Textbook
III. Procedures:
Time/Stages

Activities

1. Warm up

a. Aim: Visualize what the topic is and supply the
background knowledge
b. Content: finish the task and presentation
c. Outcome: Suggestions
d. Organization:
- Play some songs by Van Cao
- ask some more questions to introduce the lesson
Who wrote the songs you have heard?
What do you know about him?

2.

a. Aim: elicit new words, supply structures and
grammatical knowledge
21


PRESENTATION

b. Content: finish the task and presentation
c. Outcome: Expected answers
d. Organization
Task 1:
Writing a biography
Read the paragraphs and match them with headings

- Draw Ss’ attention to the photo and the instructions.
- Explain what to do and how to do
- Pre teach some key words
Biography
Composer
Achievement
- Check the answers as a class
Key
1-b

2-c

3- d

4- a

Task 2:
Answer the questions
- Draw Ss’ attention to the instructions and questions
- Ss work individually to find the answers.
- Ss work in pairs to ask and answer the questions
- Call on a few Ss to report the answers
Key
1. He was born in 1923
2. He was born in Hai Phong
3. It was “Tien Quan Ca”
4. He died in 1995 in Hanoi
5. Answer vary

3. PRACTICE

a. Aim: practise skills
b. Content: finish the task and presentation
c. Outcome: Suggested answer:
22


d. Organization:
Task 3:
- In class, teacher show all written paragraph of every
student
in
/>XoL6r9cBTRNZe3l-8l5yoALTVqD5nVg9Lxp2evbJxJ6jHTAhwhmO5U
in screen projector
- the teacher has checked all paragraphs and give the 3
prizes for the 2 excellent paragraphs
In class 10A7: The first prize about Taylor Swift. She
has performed the proud and exciting about the Taylor
Swift. She has provided the knowledge about the life of
Taylor Swift
The second prize is written by Nguyen Van Long about
the singer My Tam. He write a short but very brief
about the life of My Tam.
-The teacher ask 2 good students to go on board to
gives the gifts and encourage them to
- Point out to Ss how to write a biography: early years,
typical works, important achievements, conclusions(
feelings, emotions)
- Have Ss pay attention to punctuation, structure
elements and liking words

- Students ask students to edit your writing

23