SKKN designing the learning activities for post listening in accordance with learning styles to develop communicative capacity for students in teaching english 10 (new textbook)

EXPERIENCE IDEA
TOPIC:

DESIGNING THE LEARNING ACTIVITIES FOR POST-LISTENING
IN ACCORDANCE WITH LEARNING STYLES TO DEVELOP
COMMUNICATIVE CAPACITY FOR STUDENTS IN TEACHING
ENGLISH 10 (NEW TEXTBOOK)
Scope: Theory and Methods of Teaching English

1


NGHE AN DEPARTMENT OF EDUCATION AND TRAINING
DIEN CHAU 4 HIGH SCHOOL

EXPERIENCE IDEA
TOPIC:

DESIGNING THE LEARNING ACTIVITIES FOR POST-LISTENING
IN ACCORDANCE WITH LEARNING STYLES TO DEVELOP
COMMUNICATIVE CAPACITY FOR STUDENTS IN TEACHING
ENGLISH 10 (NEW TEXTBOOK)
Scope: Theory and Methods of Teaching English

Co-authors: Tran Thi Kim Anh – Dien Chau 4 High School
Pham Kim Chung – Dien Chau 5 High School
Specialized Team: Literature - English

Nghe An, March 2021
2

TABLE OF CONTENTS
TABLE OF CONTENTS

i

LIST OF SYMBOLS, ABBREVIATIONS

iii

PART I: INTRODUCTION

1

1. Reason for choosing topic

1

2. Research purpose

3

3. Subjects and objects of research

3

4. Scientific hypothesis

3

5. Scope of research

3

6. Research methods

3

7. Research and experimental time

4

8. Contributions of the topic

4

PART II: CONTENT

5

CHAPTER 1.THEORETICAL AND PRACTICAL BASIS OF THE
TOPIC

5

1. A brief history of issue research

5

2. Theoretical basis of the topic

5

3. Practical basis of the topic
CHAPTER 2. DESIGNING THE LEARNING ACTIVITIES FOR POSTLISTENING IN ACCORDANCE WITH LEARNING STYLES TO

9

DEVELOP COMMUNICATIVE CAPACITY FOR STUDENTS IN
TEACHING ENGLISH GRADE 10

12

1. Some rules when designing the learning activities for post-listening in
accordance with learning styles

12

2. The process of designing the learning activities for post-listening in English
grade 10

15

3. Designing the learning activities for post-listening in accordance with
learning styles to develop communicative capacity for students in teaching
English grade 10

17

CHAPTER 3. PEDAGOGICAL EXPERIMENT

30

1. Objective of pedagogical experiment

30
3


2. Content of pedagogical experiment

30

3. Pedagogical experiment subject

30

4. Pedagogical experiment results

31

PART III. CONCLUSIONS AND RECOMMENDATIONS

37

1. Conclusion

37

2. Recommendations

37

REFERENCES
APPENDIX 1. Honey-Mumford-Questionnaire
APPENDIX 2. Study cards
APPENDIX 3. Videos
APPENDIX 4. Quantity Tests

4


LIST OF SYMBOLS, ABBREVIATIONS
EC

Experimental Class

CC

Control Class

QTY

Quantity

R

Ratio

5

PART I: INTRODUCTION
1. Reason for choosing the topic
Resolution of the 8th Conference (No. 29 - NQ / TW) of the 9th Party
Central Committee has set out the requirements for education and training that
need fundamental and comprehensive renovation to meet the requirements of
industrialization and modernization in the context of a socialist-oriented market
economy and international integration. The mission is: “Continue innovating
strongly teaching and learning methods in a modern direction, promote activeness,
take initiative, create and apply knowledge and skills of learners, overcoming the
imposing one-way transmission, mechanically memorized. Focusing on teaching
ways of learning, thinking, encourage self-study, creating a basis for learners to
update and renew their knowledge, skills, and capacity development”.
In order to perform the tasks that the resolution of the above Conference
mentioned, the Ministry of Education and Training has been implementing a plan
to develop the general education program for the period after 2015. The content of
the post-2015 development education program is not only make a requirement to
equip students with knowledge and skills of subjects but also pay attention to
developing for students the necessary competencies so that they can succeed in
learning throughout their lives; be self-reliant in life; be sociable and contribute
positively to society.
One of the teaching perspectives that can well meet the post-2015
educational trend that we need to aim for is teaching in a differentiated view. The
philosophy of differentiated teaching is that the teaching process needs to
maximize the capacity of each individual by creating for learners to be placed in
the teaching process that best suits them. It is possible to differentiate teaching
based on students' competency, excitement as well as learning style.
Teaching model based on learning style helps teachers plan lessons and
curriculum with the aim of how students can learn best. Thanks to the ability of

identifying the learning style of students and having appropriate teaching methods,
teachers can support students to achieve better learning results and improve their
attitudes towards learning, especially for English subjects, this is even more
necessary.
We all know that today, learning English is extremely important.It can be
said that English is the only language which is capable of connecting the whole
world together. Specially, Vietnam has become the 150 th member of Worldl Trade
Organization (WTO). So when the door to WTO integration is gradually
expanding, investment cooperation is always the top focus of every profession,
when the quality of the brainpower in the workforce is enhanced, it is also the race
of knowledge and intelligence begin, and the primary means to reach and win is
6


English.
Professor Joshep Foley - Thailand said: “For millions of English learners,
the ability to communicate in English is the passport to step into a prosperous
economy, a dynamic society and progressive education”. In fact, many students are
good at professional, but their English communication ability is still weak, so they
have to break up with their dream jobs. So it can be said that English is the first
and most important standard for an employee who wants to work in businesses, not
only foreign companies but many domestic companies also appreciate this
requirement of staff. Therefore, it is required that our country must have a human
resource, in addition to being trained professionally in a systematic and quality
way, also to meet the requirements of international communication.
Also due to the same requirement, in high school level, English is one of the
compulsory subjects and a graduation exam subject in high school. In the general
education program, learning English is built in the direction of communication.
Forming communication skills is the ultimate goal of the teaching process. To form
communication skills, the learning environment in general and the English practice

environment in particular play a very important role. Being learned and practiced
in a positive and favorable language environment will help students have good
conditions to practice and apply the knowledge they have learned as well as
increase their confidence when using English. From the above facts, we can
confirm that the renovation of English teaching methods in general and creating an
environment for students to practice their own language is very necessary,
contributing to the implementation of educational goals and human development in
Vietnam in the period of industrialization, modernization of the country and also
contribute to improving the quality of human resources for the country in the
process of integrating into the world economy.
Through the years of teaching English at high school, I have noticed the fact
that most high school students are very afraid of learning English, often feeling
very tired during the lessons, after graduation, they cannot communicate in the
foreign language that they have studied. Some teachers also give students
opportunities to communicate by using specific situations, however the teachers
just set up a specific activity and ask all students to do it together, while each
student or a group of students has their own unique abilities, so if the activity is not
suitable for their competencies, it is difficult for students to express themselves.
So what should be done to make students interested in learning English?
How to complete the ultimate goal of the foreign language teaching process, which
is to form communication skills for students? How to make English lessons
become what they expect and do not have to wait anxiously to finish time quickly
because of boredom? How can they naturally speak simple English sentences in
order to develop communication skill? Those are some of my concerns in the
teaching process, so I always try to explore and research to find the most effective
7


solutions to give students an effective communication environment to practice
English. As a result, students will have the conditions to form and develop

communication skills.
Stemming from the above reasons, I choose the topic: “Designing the
learning activities for post-listening in accordance with learning styles to
develop communicative capacity for students in teaching English 10”
2. Research purpose
Designing a variety of learning activities for post-listening in English 10 ,
help learners be placed in teaching activities that best suit their abilities and
interests, from that maximizes the capacity of each individual as well as practice
communication skills for students.
3. Subjects and objects of research
3.1. Research subjects
- Learning styles of high school students.
- The process of using activities to help student develop communication
capacity.
3.2. Research object
The activities of the post-listening in accordance with learning styles of
students help students develop communicative capacity.
`

4. Scientific hypothesis

English practice environment has an important meaning in forming and
training students' communication skills. If students are taught in an environment of
positive language practice, they will be more confident and communicate more
naturally
.

5. Scope of research

The topic only studies activities for post-listening in accordance with the

students’ learning styles to help students develop their communication capacity in
teaching English grade 10.
6. Research methods
In this experience idea, I used a combination of routine research methods
including:
6.1. Theoretical research
Researching scientific works, articles, publications related to teaching
topics; related to learning styles of high school students.
Study materials related to practice communication skill for students
8


6.2. Investigation method
Make a questionnaire on the current situation of using methods and
techniques in teaching English to practice communication skill of high school
students through activities of post listening.
Make a survey of pedagogical experiment results after teaching activities for
post-listening between the experimental group and the control class about students'
self-study ability.
6.3. Expert method
Directly talk, consult experts on teaching methods, education and English
teachers at some high schools on issues related to the topic.
6.4. Experimental method of pedagogy
Develop criteria which evaluate communication capacity for post-listening
of high school students.
After building the content and methods, teaching techniques of teaching
activities for post listening in English 10, we conducted experiments at high
schools in Nghe An province to test the objectivity and practicality of the topic.
Experimental results were assessed through the results of the questionnaire.
6.5. Method of processing data by mathematical statistics

Collecting and numbering data from the results of all experiments then
processing the data using SPSS software.
7. Research and experimental time
The topic was studied and conducted extensive pedagogical experiments at
schools from the 2019-2020 school year.
The process of completing data and the project is in the school year 2020 2021.
8. Contributions of the topic
Contributing to systematizing the theoretical basis of designing activities for
post-listening in accordance with learning styles of students to help students
practice communication skill.
The topic builds up activities for post-listening that are suitable for students'
thinking ability and excitement levels, thereby selecting an effective training
process will help improve students' communication skills in 10 th grade English
teaching.

9


PART II: CONTENT
CHAPTER 1
THEORETICAL AND PRACTICAL BASIS OF THE TOPIC
1. A brief history of issue research
Since the appearance of the term "learning styles" to now, many scientists
have studied the learning style according to the following basic contents:
Firstly, the theoretical research, the studies of learning styles in England,
America, and Western Europe started in the twentieth century and are still giving
opinions and building a number of different measuring tools.
Secondly, studies on the application of learning styles in teaching and
learning.
Thirdly, the research is on development of tools and statistics, exploration of

learning styles. The research of teaching based on learning style of students still
has the following issues that have not been resolved and clarified: First of all,
analyzing and clarifying the bases of teaching based on the learning style of
students. Secondly, the orientation of the way to classify the learning style of
students in each stage of development according to the reasonable model has not
been specified and lack of consistency (using which toolkit to determine learning
appropriately and effectively). Thirdly, the importance of learning styles in the
teaching process has not been clearly analyzed and evaluated in a specific and
systematic way. Fourthly, the construction of the teaching process, teaching design
as well as teaching methods and techniques based on the students' learning style
have not been studied in a systematic, profound and meticulous manner. Fifthly,
the factors affecting the formation and development of learning style of students
have not been clarified.
Besides, although communication ability has always been the basic goal of
the current language teaching programs, it has not been uniformly understood and
explained. Widdowson shares the same opinion with Hymes on communication
capacity. According to Widdowson, “the speaker's communicative competence
includes the understanding of rules that enable the speaker to use them
appropriately to perform stylistic rhetoric in certain social communication
situations. Since these usage rules are cultural and cannot be obtained
spontaneously, they need to be described carefully and taught carefully”.
2. Theoretical basis of the topic
Based on the history of problem research, the theoretical basis of the topic, I
would like to give the basic concepts and contents of the theoretical basis as
follows:
10


2. 1. Learning styles
2.1.1. The concept of learning style

a) According to Vietnamese dictionary, "style" is “the ways of living,
working, acting, and behaving that make up the individual or a certain kind of
person.
b) Learning style is the unique and relatively stable outstanding
characteristic of students in the process of receiving, processing, searching and
analyzing knowledge, information that occur in the learning activities in specific
environments.
2.1.2. Classification of learning styles
The term Learning Styles model has been mentioned a lot in studies around
the world, for example: the learning style model of Kolb, the model of learning
style of Witkin, the model of learning style of Dunn and Dunn, the model of
learning style of Ulrich, the model of learning style of Coffield, etc.
Cynthia Ulrich Tobias classifies into 5 different learning style models based
on specific factors: (1) The method of the brain - recognizing how the brain works;
(2) Prioritizing the learning environment - Designing ideal learning environment;
(3) Effective Memory Strategies; (4) how to process information in an analytical synthesizing- distinguishing manner of effective learning methods and skills; (5)
Theory of multiple intelligence - Distinguishing 7 types of intelligence.
According to Coffield's research, there are currently 71learning styles
models that have been built and published, these studies focus on 5 problem groups
(Coffield, 2004): (1) Classifying learning styles based on senses - related to
genetic factors - the environment; (2) Classifying learning styles that reflect the
internal characteristics of cognitive structures; (3) Learning styles that reflect
enduring personality types; (4) Learning style is the advantages of flexibility in
learning; (5) Learning styles are strategies, learning approaches.
Through analysis and evaluation of 5 groups of learning styles models, we
choose the learning styles model group based on flexible advantages in learning, in
which based on the results of classifying the learning style of two authors Honey
and Mumford as a basis for research.
In 1992, Honey and Mumford defined learning style as "the description of
attitudes and behaviors through which it determines the preferred learning style of

each individual". Four methods of learning are described including active style
(Activist), reflection style (Reflector), reasoning style (Theorist) and practical style
(Pragmatist).
- Active style (Activist) learns by practice. They don't want to hear what they
have been learned, they want to jump in on solving the problem. They need to take
11


action and experience what they are trying to learn. People of this style are often
open - minded, they have less inherent bias (Bias) in thinking. They love
brainstorming and they open up in group discussions and problem solving. Activist
would say: "Let things happen and see the results after that, can I try it out?"
- Reflection style likes to think about what they have learned. They want to
understand everything thoroughly before they try them. They learn best by
observing people and thinking about what's going on. These people observe from
the outside and collect data, and then synthesize many experiences they are aware
of and come to appropriate conclusions. Reflector will say: "Let me think about
this for a bit, do not rush to conclude / act".
- Reasoning style wants to learn the underlying theory of solutions and
actions. They like to follow real models and facts. They love stories and quotes,
and they value background information. They want to understand how learning fits
their existing background and the theories they already know. They may be
uncomfortable with things that do not fit with the facts they already know. Theorist
will often say: “But how does this fit with [x]? I can understand the principles
behind this a little bit better”.
Practical style (Pragmatist) is interested in what works in the real world,
they want to know how to put what they learn into practice. They are not interested
in abstract concepts, they just want to know if it is effective or not. They test
theories, ideas and techniques and spend time thinking about what they have
accomplished based on reality. Pragmatist would say: “How does it apply in

practice? I find it inconsistent with reality". According to Peter Honey and Alan
Mumford this style of learning will help us learn better, more enjoyable.
Learners with different learning styles have different characteristics in their
learning styles. Characteristics of learners corresponding to different learning
styles are the foundation for designing teaching activities to maximize the
advantages of each learning styles of learners, thereby helping students to selfdominate knowledge.
2.1.3. The role of teaching based on the learning styles of students
a) For learning: Maximizing the learning potential of learners; Understanding
suitable learning methods and methods to get the best results in learning and get
better scores in exams and tests; Reducing the learner's stress; Helping learners
have more effective learning measures and strategies.
b) For learners: Helping learners more confidence and self-esteem;
Maximizing our cognitive abilities and skills; Making the most of brain power of
each individual; Deep awareness of one's strengths and weaknesses, thereby
promoting the positives and overcoming limitations; Forming a positive motivation
for learning.
12


2.2. The concept of communication capacity
Communication capacity is the ability to communicate related to others with
accuracy, clarity, ease of understanding, rigor, expertise, efficiency and relevance.
It is a measure that determines levels of engagement goals achieved.
However, communication capacity depends on the situations or contexts in
which the interaction takes place. Communication is considered as successful for
one team in one situation but it may not be considered successful for a different
group in another situation. McCroskey explains: "The range of communicative
competencies includes learning knowledge and skills, what is available, how they
have been working in different situations in the past, and are able to identify the
most likely successes of a given situation.”

According to the 2018 school program, capacity to communicate is
understood as the ability to define the purpose of communication; content and
communication method; communication attitude to ensure effective
communication.
2.3. The post-listening part and its importance
2.3.1. The post-listening part
Post-listening is the stage of practice after listening. At this stage, students
use the language knowledge and skills that have been practiced in the "While listening" stage in practical and meaningful communication situations. After
listening, students need to do some exercises such as: reporting to the class or in
groups about the results of the assignments, other students listen to comment or
correct, etc. Teachers need to incorporate other skills to develop additional
listening lesson extensions such as recall, write-it-up, discussion, etc.
2.3.2. The importance of the post-listening part
Although the activities of the post-listening part last no more than 10
minutes in each lesson period, it helps students gain an overall understanding of
the whole lesson, transforming the knowledge gained through the lesson into
practical knowledge through both learning and practice reinforces.
In order to achieve this, this section should be changed in form and flexibly
different activities that promote the students' knowledge and skills after listening
such as:
- Question and answer.
- Gap - filling
- Role play
- Discussion
- Game
13


These activities must align with the content of each specific lesson and be
appropriate for the students' level. It should not be too difficult, but should not be

too easy because it will cause boredom for students. The activities must create real
excitement for students, make them take the initiative in learning, no longer
depend on the answers in the reference books, rely on good students. After
studying, they can be engraved, memorized and used the lesson contentin many
different forms in real communication situations.
2.4. Current situation of designing learning activities for post- listening in
accordance with learning styles to develop communication skills in English
+ Objects participating in survey of learning styles test include 165 students
of grade 10 at Dien Chau 4 High School and Dien Chau 5 High School . The
statistical results show that, there exist 3 types of learning styles in students: visual
learners, auditory learners and motor learners. In which, each student has a main
style or mixes many styles together, giving a unique combination between the
strengths and the innate abilities.
+ Results of 40 teachers' survey showed that the general results are relatively
homogeneous about the perception of teachers about the learning styles of
students, most teachers understand and have fairly correct perception of learning
style; however, application in teaching is still limited and ineffective. The reason is
that there is not a specific teaching instruction process according to the student's
learning style, at the same time teachers do not know how to apply teaching
methods, techniques or teaching forms appropriately and effectively.
3. Practical basis of the topic
3.1. Methods of investigation and research to determine the practical basis
of the topic
To identify the practical basis of the topic on developing communicative
capacity for students through designing learning activities for post-listening of
Engling grade 10, we conducted using questionnaires, teacher surveys for 40
teachers directly teaching English 10 at high schools in Nghean province in the
school year 2020 – 2021.
3.2. Results of surveys of practical basis of the topic
- Regarding the current situation of using positive teaching methods in

teaching high school English, after making statistics of Section 1 of the teacher
poll, the results are as follows:
Table 1. Results of the survey on teachers about regularity of using learning
activities in accordance with learning styles for post-listening to help students
develop communication competence in English grade 10.

14


Order

Activities

Often
QTY

1.

Presentation

2.

Questions and
answers
27
knowledge
reappearance

3.

4.

5.

6.

Inquiry
explore

26

R%
65.0%

Not often
QTY
14

R%

Not to proceed
QTY

35.0%

0

67.50% 13

32.50%

0

70.0%

30.0%

0

72.50% 11

27.50%

0

70.0%

30.0%

0

28

Learning
activity
using 29
case exercises
Learning
activity
using

practical
28
exercises

12

12

Learning
activity
using
27
diagrams
and
tables

67.50% 13

32.50%

0

Activity to raise
and
solve 23
problems

57.50% 17

42.5%

0

8.

Activity
that
19
uses study cards

47.50% 21

52.50%

0

9.

Cooperative
activity
groups

45.0%

22

55.0%

0

13

32.50%

27

7.

10

Activity
project

R%

in 18
by

0

15

67.50%


11

Activity
contract

by

12

Activity
theme

by

0

9

22.50%

31

0

40

100%

0

77.50%

Through the survey results of the teachers, we can see that the teachers have
been very active in designing learning activities for post-listening to help students
develop communication competence in English grade 10. However, some activities

are still not interested such as activity by project, activity by contract, activity by
theme, this is a group of necessary activities to develop communication capacity
for high school students and need more attention.
In fact, the construction of learning tasks of students after listening to
enhance communication skill, thereby forming and developing other skills such as
cooperation, reflex or creation . The design of learning tasks for post-listening is
rigid, mainly based on the content presented in the textbook, which is why
developing communication capacity for students is still limited, especially the
working skill with textbooks and the skills of applying knowledge, these are two
skills that are effectively trained through students listening to the lesson and finish
assigned tasks.
Stemming from the theoretical and practical issues mentioned above,
through this topic, I want to design learning activities for post-listening to help
students develop communication competence in English grade 10 according to the
levels: knowledge, comprehension, application and high application. Students
complete in groups or individually. At the class, students have 10 minutes to
present the content, other students contribute ideas or ask questions, the teacher
will comment correct and supplement knowledge if needed. Thus, post-listening
part will be more effective, contributing to develop communication competence in
English for high school students.

16


CHAPTER 2
DESIGNING THE LEARNING ACTIVITIES FOR POST-LISTENING IN
ACCORDANCE WITH LEARNING STYLES TO DEVELOP
COMMUNICATIVE CAPACITY FOR STUDENTS IN TEACHING
ENGLISH GRADE 10
1. Some rules when designing the learning activities for post-listening in

accordance with learning styles

1.1. Principle of ensuring the compatibility between
teaching content and learning styles of students
From the analysis of the program structure and characteristics of the teaching
program content shown in the subject program, standard knowledge and skills, we
found that the content of the activities of the post-listening part is interested in resolving
the relationship between the general and basic knowledge system of real life; capacity
and aspirations of students; ensuring both performing the task of equipping students
with the most common education, and also having the task of forming in them the
capacity to participate in practical activities. On the other hand, each student has
different learning styles, leading to different approaches to understanding knowledge.
Therefore, this principle requires classifying teaching content, from which proposing
ways of impact to ensure the suitability between teaching content with each type of
learning style of students, such that in the teaching process, each student will promote
strengths in their learning styles, and at the same time overcome the limitations in that
learning style. For example, learning the content of conceptual knowledge, definitions
or comments and explanations is a strong point with reflection style and reasoning
style, but it is the weakness of the practical and active style. When learning these
contents, teachers organize students to practice or apply practical relationships that will
promote the strengths of the practical and active style.
1.2. Principle of ensuring the appropriate application of teaching organization
forms with students' learning styles
The learning styles of students are quite diverse because the intellectual capacity
of students is different, so the organizational process of teaching, especially teaching
activities, need designing in accordance with the learning style of each student, group of
students and the whole class.
To ensure this principle, before organizing teaching activities, teachers need to
organize students to answer the set of multiple-choice questions of Honey and
Mumford to classify students into groups with same learning style. Based on the

learning characteristics of each learning style, teachers design activities suitable for
each group. The design and organization of teaching activities suitable to each learning
style both ensure students to promote their learning forte, and creating a comfortable
atmosphere for students to be active, proactive and interested in the learning process
17


and self-dominate knowledge.

1.3. Designing activities that are suitable for students' learning styles
One of the measures to help learners make the most effective use of
their "learning machine" in the learning process is that teachers design
activities suitable for learners' learning style. The model of learning style of
Honey and Mumford has emphasized the design of the learning program, the
learning environment, the way of assessment, and the teaching method to be
diversified to help learners have learning skills to meet the requirements of
the subject. They not only base on knowledge in books but also pay attention
to learners' socio-cultural factors and experiences.
With the above analysis and the relationship among the three elements
of the teaching process, we determine: it is necessary to build teaching
activities suitable for each learning style of students. In these activities, the
factor of learning style of learners is central, the use of teaching method of
teachers together with the teaching environment is the changing factors to
suit each learning style.
In the teaching process, the learning organization forms and teaching
methods used by teachers must be combined with each other, ensuring the
suitability of students' learning style, based on existing teaching facilities as
well as the characteristics of the teaching environment. As follows:
Learning
styles

Activist

Appropriate + Students will
learning style learn
best
when they are
able to work or
practice, when
they
are
exposed
to
new
experiences or
new problems;
when working
with others to
solve
a
problem or a
task.

Reflector
+
Students
will
learn
best
when

they
are
observed,
considered
and
think
about things
or problems
that have just
happened.

Theorist

+ Students
will learn
best when
they
are
researched
theories,
models,
ideas,
stories; are
asked, are
involved in
the analysis
and
+
Students synthesis.
will

learn
worst when
+ Students will they are urge, + Students
learn
worst have to be will learn
18

Pragmatist
+ Students
will learn
best when
they
are
applying
new
information
or learned
things
to
solving
practical
problems.
+ Students
will learn
worst when
they have to
study


Appropriate

teaching
activities

when
they leaders.
have to listen
to
long
explanations,
have to absorb
a lot of data
and
information;
must adhere to
instructions or
learning
processes;
must read and
write a lot by
themselves.

worst when
they
perform
activities
without
clear
instructions
, without
clear

principles
in learning.

+ Setting up
requirements
that
request
exploration
and challenge.

+ Giving
clear and
specific
learning
goals and
tasks.

+ Organizing
for students
to study the
content
of
knowledge in
+ Organizing textbooks and
draw
the
diversified
activities under relationship
the
many different among

necessary
small tasks.
elements.
+
Creating
+ Organizing
students'
attention and for students
to
analyze
excitement
through new knowledge
through
situations,
news
and different
aspects of the
events.
same
problem.
+
Creating
conditions for
students
to
learn
independently
19

theory a lot,

not seeing
the
immediate
benefits of
learning.

+ Designing
and
organizing
for students
to
experience
+ Giving in specific
instructions real
on
the situations.
presentatio +
n in the Organizing
form
students to
provided.
relate
theory
to
+
Organizing reality.
for students
to observe
pictures,
photos,

models,
diagrams,
etc. from
which
to
draw
knowledge

+
Giving
specific and
clear
instructions
for students
to
implement.


.

of
the
lesson.

+ Teaching to + Raising and +
explore
solving
Presentatio
n
+ Hands play problems

Characteristi
c
teaching dough
method

Teaching
environment

Tending to be
more inclined
to
use
visualization
and
multimedia.

+ Practice
(experiment
, reality)

+ Self-study

+
+ Teaching
Instructing project
students to
work with
textbooks

Tending to be
more inclined
to use audio,
visual
and
reading
media.

Tending to
be
more
inclined to
use

Tending to
be
more
inclined to
use media
such as the
reading
media
or internet,
fieldwork,
models.
real
specimens.

2. The process of designing the learning activities for post-listening in
English grade 10

The process of designing teaching activities for post-listening based on
learning styles of students includes the following stages:
Stage 1: Classification of learning styles
Stage 2: Preparation
Stage 3: Organizing the teaching process based on learning styles of students
(including 6 steps)
2.1. Stage 1: Classification of learning styles
The goal of this stage is to understand learning styles of each student in the
class. We organize for students to take the test according to the test set of Honey
and Mumford (See Appendix 1, Honey-Mumford-Questionnaire). This stage is
conducted once before conducting the experiment. Subsequent lessons do not need
to go through this stage, but do the second stage of the process.
2.2. Stage 2: Preparation
Step 1: Identify learning styles of students
Step 2: Design learning activities based on learning styles of students
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* Preparation: Research objectives, lesson content to choose suitable
teaching content based on learning styles of students.
* Designing activities: Designing a variety of materials to meet the learning
styles of students: To design learning materials according to the learning styles of
students, we need to perform specific tasks: After studying the lesson content,
teacher determines content knowledge will design teaching based on learning
styles of students. From there, teachers can design new learning materials based on
learning styles groups to enrich diverse types of materials to meet each group of
students.
2.3. Stage 3: Organizing the teaching process based on the learning styles
of students
Step 1: Raise the situation or question

Step 2: Assign the task to the group of students to explore and receive
knowledge
Step 3: Organize, guide and support the group of students
Step 4: Organize for students to report the results
Step 5: Ask students to self-check and evaluate
Step 6: Evaluate the process of forming knowledge, supplement and correct
knowledge
3. Designing the learning activities for post-listening in accordance with
learning styles to develop communicative capacity for students in teching
English grade 10
Unit 1: Family Life (Listening: Family Life – Changing roles)
*Aim: Students use the language knowledge and skills that have been practiced
in the "While - listening" stage to talk about roles of men and women
*Time: 10 minutes
*Teaching procedure:
- Teacher divides class into groups from 5-7 students belonging to 4 groups of
learning styles.
- Teacher shows 4 activities for all students in class to see, then assign the tasks to
the groups of students
Activity 1: Presentation (for theorists)
Presenting about roles of men and women basing on the given information

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Give a birth
Care for
family

Respect/

Assist
husband

Keep the family a
priority

ROLES OF WOMEN

Love husband and
children

Submit to
husband

Good example for
children

Do household
chores

Head of the
family
A bread-winner

A nurture
ROLES OF MEN

Protect family

Share the

chores

Activity 2: Completing the table (for activists)
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Love and
honor his wife


Completing the table about the roles of his/ her father and mother in family, then
talk about it (See Appendix 2, Study card number 1)
Roles of my father

Roles of my mother

……………………………................

……………………………................

……………………………................

……………………………................

……………………………................

……………………………................

……………………………................

……………………………................

……………………………................

……………………………................

……………………………................

……………………………................

Activity 3: Describing the chart (for reflectors)
Describing the chart of the changes in weekly hours of basic housework by married
men and married women, basing on what they have been listened

Activity 4: Role-play (for fragmatists)
Looking at the pictures and role-play to talk about the role of men and women

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- Teacher goes round for help if necessary
- Teacher calls representatives of groups to talk in front of class and some pairs to
role play.
- Teacher gives feedback
Unit 2: Your body and you (Listening: The food Pyramid)
*Aim: Students use the language knowledge and skills that have been practiced in
the "While - listening" stage to talk about the suitable way to eat food to be heathy
*Time: 10 minutes
*Teaching procedure:
- Teacher divides class into groups from 5-7 students belonging to 4 groups of
learning styles.

- Teacher shows 4 activities for all students in class to see, and then assign the
tasks to the groups of students
Activity 1: Talking about the food pyramid (for reflectors)
- Teacher asks students to put the food in the right place of the food pyramid and
talk about the food we should eat and the food we should limit to eat.
Whole grains
Milk, cheese, butter
Fats and sweets
Fruits and vegetables
Meat, fish, eggs

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Expected answer:

Fats and sweets
Milk, cheese, butter
Meat, fish, eggs
Whole grains
Fruits and vegetables
(See Appendix 3, Video 1)
Activity 2: Role-play (for pragmatists)
- Teacher shows the picture about Tim and asks students some questions

Questions: 1.What is Tim’s problem?
Expected answer: He was fat.
2. Why did he have that problem?
Expected answer: Because he ate junk food every day
3. If you were Tim, what would you do?

Expected answer: I would go to see the doctor
- Teacher leads in the role-play activity: a person is Tim, another is the doctor.
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