Sáng kiến kinh nghiệm A study on learning style preferences at Phan Dang Luu high school

Nội dung tóm tắt: Sáng kiến kinh nghiệm A study on learning style preferences at Phan Dang Luu high school

1. PART 3: CONCLUSION 3.1 Recapitulation English has become an international language and played an essential role in communication. In fact, English teaching and learning have gained much consideration recently. Among factors affecting English learning, learning style is regarded as the important factor that has been received a great deal of consideration of scholars. Although little of research is conducted to prove the relationships between learning styles and English learning success, it cannot be denied that if the teacher can adjust students’ learning styles, they will help students to learn more effectively. The thesis aims at discussing about learning styles and some activities for students and teachers due to their learning styles. In the thesis, the definition of learning style is discussed from different points of view. Also, the theory about learning style is presented in the relation to other aspects such as, learning strategies etc In addition, the study investigates the actual situation of learning English of two classes in Phan Dang Luu High School and their learning styles. The study focuses on students' understanding about their learning styles, teachers' application of learning styles in the classroom. Basing on the results of the survey, the author would like to know about students' belief about their learning ways and teachers' teaching styles. Also, the study presents the application of using learning styles in teaching English. The most important roles focused in this thesis are the investigation into high school students' learning styles and some suggested activities used by the teacher to cater to students’ learning styles. Furthermore, the author mentions some suggestions for students to take advantages of their strengths in learning styles to learn better. However, because of the limitation of time and the author’s knowledge, this study cannot cover all the aspects related to the matter. The author hopes that her finding will be a useful material for those who are interested in students' learning styles 3.2. Suggestions for Further Studies . In this thesis, the author just deals with the English learning styles of students in two classes 10A3 and 10A7 in Phan Dang Luu High School and offer some suggested activities for teachers and students to cater to their learning styles. The author recommends investigations into other kinds of learning styles such as tactile. Also, the author would hope that further studies will suggest other activities for field independent and field dependent learners To sum up, the author would hope and recommend that further studies about other aspects of learning styles will be carried out and other authors will give more useful solutions to facilitate students in their English learning 42
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4. Appendix Questionnaire 1 The author has an intention of doing a study on the 10th grade students' learning styles and really need your help to complete it. He would be very happy to have some valuable contribution, comment, and suggestions. Please answer the questions as carefully as you could: 1. How many years have you been studying English? 2. Do you like learning English? A. Yes B. No 3. What activities help you learn English best in class? (only choose one) songs playing games doing exercises from workbooks writing: stories, sentences, poems reading: stories, newspapers, articles discussions, debates, presentations .watching videos 4. What do you think about the role of learning styles in English learning? A. Very important B important C not important 5 Which factors are important to help you learn well (rank 1-5 from most to least important one)? A. your motivation C. your learning styles B. teachers’ methods D. your aptitude E. your personality 6. Please tick the frequency degree that your teachers use below activities in the classroom. Degree always often sometimes seldom Activity A. using English songs, music B. using maps, wall-charts, diagrams
5. C. role- playing D. discussing, debating, E. using power point presentation F. video watching . 7.What do you feel about the teaching styles of the teacher? A. Relevant to your learning styles B. Sometimes relevant to your learning styles C. Irrelevant to your learning style 8 Are you satisfied with the way in which you are instructed to learn English in class? A. yes B. no 9 a Do you understand clearly about your learning styles? A. Yes B. No b. Which activities you most often use when you are learning English? A. You often read materials, textbooks and see charts, pictures to get knowledge. B. You often listen to the lectures, tapes, disks to get information. C. You often take in activities, games, discussions to broaden knowledge Questionnaire 2 Please read these statements carefully, if you think it is often right for you, mark 3, if it is sometimes right for you, mark 2, if seldom, please mark 3. Mark : often (3), sometimes (2), seldom (1) 1 I can remember an English vocabulary best if I say it aloud or I pronounce it many times. 2 I prefer to follow written instructions rather than oral ones. 3 When studying English, I like to chew gum, snack and/or play with something around me.
6. 4 I remember sentence structures best when I see them written out. 5 I prefer to learn through simulations, games, and/or role playing in any English class. 6 I enjoy learning grammar by having someone explain sentence structures to me. 7 I learn the content of a lesson best from pictures, diagrams and charts 8 I enjoy using my hands to express my ideas if I can not find the appreciate words to say. 9 I enjoy reading an English passage, and I often read quickly to find information. 10 I prefer to listen to the information on the radio or the tapes rather than read it in the textbook or in papers. 11 I enjoy being near others when I am learning. (I enjoy hugs, handshakes and touches.) 12 I often listen to the radio, tapes and recordings when I am learning English. 13 When I am asked to spell a word, I simply see the word in my mind's eye. 14 When learning new material, I find myself sketching, drawing and doodling. 15 When I read an English passage silently, I say every word to myself.