Teachers’ Perception of Students’ Learning Styles and Their English Teaching at University of Economics – Technology for Industries, Vietnam (Published)
This research involves investigating the teachers’ perception of students’ learning style preferences and their English teaching at University of Economics – Technology for Industries, Vietnam. This has been done by descriptive-correlational research method. 45 English teachers at UNETI, Vietnam selected as respondents to answer the Questionnaire and take part in interview. Frequency counts and percentages, central tendency, Pearson correlation were used to analyze the gathered data. Finding revealed that English teachers of UNETI not only acknowledge awareness of students’ learning styles but they also express their high degree of interest teaching to their students according to their students’ learning styles. Most of them initially got familiar with the learning styles concept through reading and finding by themselves. They can use different aids or techniques flexible such as video for visual students, tape record for aural students, group work or pairs work for group students…while delivering a lesson as they realize that different students have different learning styles.However, although all of English teachers confirm that they have awareness of students’ learning styles and they try to gain success in teaching process, some of them still not understand enough about the characteristics of learning styles to recognize and apply them effectively in their teaching process. How to solve this problem?
Keywords: auditory learners, group learners, individual learners, kinesthetic learners, learning styles, tactile learners, visual learners
Research Learning style preferences and English Language Proficiency of first year Economics students at University of Economics – Technology for Industries, Vietnam (Published)
This research involves investigating the learning style preferences and English language proficiency of Economics students as basis for language learning enhancement program. This has been done by descriptive-correlational research method. 162 students at UNETI, Vietnam selected through the use of stratified random sampling answered the Perceptual Learning Style Preference Questionnaire and a 50-item English proficiency test. Frequency counts and percentages, central tendency, T-test, ANOVA, Pearson correlation were used to analyze the gathered data. Finding revealed that group learning style dominates among the students, followed by other learning styles. In term of English language proficiency, most of the respondents are moderately proficient. There exists a significant relationship between their learning styles and their English language proficiency. On differences in the English language proficiency of the students, significant differences exist in tests. Finally, significant relationship exists between visual, tactile, group, and individual learning styles of the respondents and their English language proficiency.
Keywords: Economics, English language proficiency, Industries, Technology, University, Vietnam, first year Economics students, learning styles, preferences
The Effect of Holistic and Discrete Tasks on English Writing Performance of Students with Different Learning Styles (Published)
This factorial experimental study investigated the effect of tasks (holistic dan discret) and learning styles (visual, auditory, dan kinaesthetic) on students’ English Writing Performance (EWP). The experiment applied factorial design 2×3 with amount of sample 150 students taken randomly stratified from three junior high schools at Buton Regency, Indonesian during school-year 2014/2015. The research hypotheses were tested using two ways of analysis of variance and continued with Tuckey test. The results of the research revealed that: (1) EWP of students given holistic tasks was higher than EWP of students given discrete tasks; (2) statistically, there was no significant difference on EWP of visual students, auditory students, and kinaesthetic students; (3) there was any interaction effect on giving tasks and learning styles on students’ EWP; (4) visual students given holistic tasks reached higher EWP than those given discrete tasks; (5) auditory students given discrete tasks attained higher EWP than those given holistic tasks; and (6) kinaesthetic students given holistic tasks achieved higher EWP than those given discrete tasks.
Keywords: Discrete, Task, Writing Performance, holistic, learning styles
THE RELATIONSHIP BETWEEN UNIVERSITY STUDENTS’ LEARNING STYLES AND THEIR TEACHERS’ PREFERRED GRAMMAR TEACHING TECHNIQUES (Published)
The aim of this study was to examine the relationship between university students’ preferred learning styles and their teachers’ preferred grammar teaching techniques. The research paradigm was that of interpretivism and the particular research method adopted was the descriptive research method .The tool used for data collection was a pair of questionnaires : one for teachers and the other for students. The sample consisted of 50 teachers and 100 students. Both samples were selected randomly ( simple random sampling ) from the overall population of English language teachers ( 116 ), and that of English language students ( 584 ) in an Arabic – medium Middle eastern university. For data analysis frequency distribution tables and percentages were used. The findings indicate that those teachers use a variety of techniques to teach grammar. Most of these techniques suit the students’ learning styles.
Keywords: grammar teaching techniques., learning styles