SKKN A Study on Learning Style Preferences at Phan Dang Luu High School

 , NOTHING'S GONNA 
CHANGE MY LOVE FOR YOU and ask students to fill in 
the gap 
Nothing's Gonna Change My Love For You | Glenn Medeiros 
NOTHING'S GONNA CHANGE MY LOVE FOR YOU 
If I had to live my life without you near me 
 38 
The days would (1)be empty 
The nights would seem so long 
With you I see forever oh so clearly 
I might have been (2) love before 
But it never felt this strong 
Our dreams are young and we both know 
They'll take us where we want to (3) 
Hold me now 
Touch me now 
I don't want to live (4) you 
Chorus : 
Nothing's gonna change my love for you 
You ought to (5) by now how much I love you 
One thing you can be sure of 
I'll never ask for more than your love 
Nothing's gonna change my (6) for you 
You ought to know by now how much I love you 
The world might change my whole life through but 
Nothing’s (7) change my love for you 
If the road ahead is not so easy 
Our love will lead the way for us 
Like a guiding (8) 
I'll be there for you if you should need me 
You don't have to change a thing 
I love you just (9)way you are 
So come with me and share the view 
I'll help you see forever too 
Hold (10)now 
Touch me now 
I don't want to live without you 
Keys: 
 39 
1. All 6. love 
2. In 7. gonna 
3. Go 8. star 
4. Without 9. the 
5. Know 10. me 
- Ss say the name of the songs 
- T introduces the topic. 
2.PRESENTATION 
 a. Aim: elicit new words, supply structures 
b. Content: finish the task and presentation 
c. Outcome: Expected answers 
d. Organization 
- Elicit comments on the picture in the book 
- T asks Ss to make comments 
Task 1: Listen and read 
-Check Ss’ understanding of some vocabulary items: 
+ passionate + shy + deceiving 
+ talented + platinum album + solo 
+ single + debut album + release 
- Give the meanings or Vietnamese equivalent of the words 
Ss don’t know. 
- T plays the CD 
- Sts listen and read the dialogue, pay attention to some new 
words. 
- Students say the new words, T corrects if necessary. 
- T checks pronunciation and meaning. 
- Sts work in pairs to read the dialogue. 
- Some pairs read the dialogue if there is time. 
Task 2: Read the conservation again. Then tick true (T) or 
false (F) 
- Explain what to do and how to do. 
- T asks 5 Ss to give answers and explanation for each 
 40 
answer. 
- Ss works in pairs to decide if a statements is True, False 
Answers: 
1. T 
2. F (His platinum album was My World) 
3. F (He became a superstar within two years) 
4. F (His home country is Canada) 5 T 
3. PRACTICE a. Aim: practise skills 
b. Content: finish the task and presentation 
c. Outcome: Suggested answer: 
d. Organization: 
Task 3: Read the conservation again, and give answers to the 
following questions. 
- Tell Sts to focus on the instructions. 
 - Checks Ss understanding of the questions. 
- Get Sts to work in pairs or groups to discuss the answers. 
Key: 1. They are talking about a young pop star. 
2. He looks shy and passionate. 
3. He won second place in the Idol contest. 
4. His mother diIII. 
5. They gained over 10.000.000 views 
6. He had four singles enter Top 40 before his first album 
Task 4: Find Adjectives, then discuss their meanings 
- T checks with the whole class 
Answers: 
+ shy: not at ease with other people 
+ passionate: having a keen enthusiasm or intense desire for 
something. 
+ talented: a person with good natural ability 
+ popular: widely liked or appreciated 
+ well-known: famous 
 41 
Task 5: Circle the verbs which are followed by to-infinitives 
- Check the answers as a class Key: Began to post 
The first solo artist to have four singles. 
4. APPLICATION a. Aim: use languages to practice in pairs/groups 
b. Content: finish the task and presentation 
c. Outcome: Suggested answer: 
d. Organization: 
- Summarize the main points of the lesson 
- Ask students to write a passage about their daily routine (50 
words) 
- Prepare for the next lesson 
 42 
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 
References 
1.Beaty, S. A. (1986). The Effect of Inservice Training on the Ability of 
Teachers to Observe Learning Styles of Students. Doctoral dissertation, Oregon 
State University. 
2.Coker, C. A. (1996, November/December). Accomodating students' learning 
styles in physical education. Journal of Physical Education, Recreation, and 
Dance, 67(9), 66-68. Retrieved June 20, 2012 
3.Davis, S. M., & Franklin, S. V. (2004, June 7). Assessing the Impact of Student 
Learning Style Preferences. Physics Education Research Conference, 53-56. 
4.Dictionary.com. (2012). Learning Style/Definition. Retrieved from 
Dictionary.com: 
5. Dunn, R..S and Griggs, S.A.(1988).Learning Styles :Quiet Revolution in 
American School. Reston, VA National Association of Secondary school 
Dunn, R. & Dunn, K. (1993). Teaching Secondary Students through Their 
Individual Learning Styles. Needham Heights, 
6. Ellis, R. (1985). Understanding Second Language Acquisition. Oxford, 
England: Oxford University Press. Retreived December 25th 2008 from 
www.eltnewsletter.com/back/June2002/art 
7. Ehrman, M & Oxford. R. (1988) Ants and grasshoppers,badgrs and butterflies 
:Qualitative and Quantitative exploration of adult language learning styles and 
strategies.Ohio State University.Columbus,Oh 
8.Ehrman, M,&Oxford,R.(1989) Effects of Sex Differences, Career Choice, and 
Psychological Type on Adult’s Second Language Learning strategies Modern 
Language Journal 
9.Erman,M..E., R.L.Oxford.(1990) The Interaction of adults language learning 
styles and strategies.Submited for publication\ Keefe, J.W.(1979) Student 
learning styles: Diagnosing and Prescribing Programs Reston, VA national 
Association of Secondary school 
10.Fatt, J. P. (2000). Understanding the learning styles of students. International 
Journal of Sociology and Social Policy, 20(11), 31-45. Retrieved May 23, 
2012, from 
11.Fleming, G. (2012). Auditory Learning Style . Retrieved from About.com: 
12.Hardy, G. (2010, May). Auditory learning. Mathematics Teaching, 24-25. 
Retrieved June 20, 2012 
13.Kahtz, A. W., & Kling, G. J. (1999, December). Field-dependent and field-
independent conceptualisations of various instructional Methods 
14.Emphasis on CAI: A Qualitative Analysis. Educational Psychology, 19(4), 413-
428. Retrieved May 30, 2012 
15.Lewis, B. (2012). Visual Learning. Retrieved from About.com: 
16.Lohri-Posey, B. (2003). Determining Learning Style Preferences of Students. 
Nurse Educator, 28(2), 54. Retrieved May 26, 201 
17.Manochehri, N. (., & Young, J. I. (2006). The Impact of Student Learning 
Styles with Web-Based Learning or Instructor-Based Learning on Student 
Knowledge and Satisfaction. The Quarterly Review of Distance Education, 
7(3), 313-316. Retrieved May 23, 2012 
18.Naimie, Z., Siraj, S., Abuzaid, R. A., & Shagoholi, R. (2010, October). 
Hypothesized Learners' Technology Preferences Based on Learning Style 
Dimensions. The Turkish Online Journal of Educational Technology, 9(4), 
83-93. Retrieved May 30, 201 
19.Lawrence, G. (1984) A Sunthetis of Learning Styles research involving the 
MBTL Journal of Psychological Type,8, 
20. Martin, D. & Potter, L. (1998). How Teachers Can Help Student 
21. Martin and Potter,( 1998). Learning Strategies : A theoretical perspective. In: 
H.F. O’Neil, Jr. (Ed.), Learning Strategies )pp. 165-205). New York: Academic 
Press 
22. Oxford, R.L,. (1990a) Language learning Strategies and beyond : A look at 
strategies in the context of styles. In : S. Magnan, ed. Shifting the instructional 
focus on the learners. Middlebury, Vt: Northest Conference on the Teaching of 
Foreign Language 
23. Oxford, R.L.(1990b) Language language Strategies: What Every Teacher 
should know.New York: Newbury House/Harper&Row 
24. Peacock, M.(2001).Match or mismatch? Learning Styles and Teaching 
Styles in EFL International Journal of Applied Linguistic 
 25. Reid, J.(1987). The learning Styles Preferences of EFL Atudents.TESOL 
Quaterly 21: 87-111 
26. Reid,K.M.(1998).Understanding learning sstyles in the second language 
classroom. New Jersey: Prentice Hall Regents 
27. Rigney, J.W.1978. Learning Strategies: A Thoretical Perpective. 
In:H.F.O’Neil,JR. (ED), Learning Strategies (pp,165-205aa0. New York: 
Academic 
28. Scarcella.R.(1990) The tapestry of Language Learning : the Individual in the 
Communicative Classroom .Boston, MA :Heine & Heinleemic Pres 
 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 
Activity 
always often sometimes seldom 
A. using English songs, music 
B. using maps, wall-charts, 
diagrams 
. 
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. _____ 
C. role- playing 
D. discussing, debating, 
E. using power point 
presentation 
F. video watching 
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. _____