Literature Review
Definition of learning styles
Fifty years ago, Lewenfeld (1945) studied visual and haptic preferences, yet the exploration of learning styles remains limited today This lack of clarity arises from the diverse range of learning styles, which can lead to confusion regarding their impact on learning outcomes and school achievement (Nel, 2008) Learning style is defined as the consistent ways learners respond to and utilize stimuli in educational contexts (Claxton and Ralston, 1978: 7).
According to Brown and Spada (1995), learning styles refer to the inherent and consistent methods that individuals use to absorb, process, and retain new information and skills, which remain effective regardless of the teaching approach or subject matter.
Curry (1983) employs a metaphorical onion with its multiple layers to decide an individual‟s preferences (i.e., instructional and environmental preferences, information processing preferences of the learner, and the individual‟s personality dimension) Reid
In 1987, four fundamental perceptual style preferences were identified: visual, which includes activities like reading and interpreting charts; auditory, encompassing lectures and listening to tapes; kinesthetic, associated with physical activities; and tactile, which involves hands-on experiences such as building models or conducting laboratory experiments.
1.2 Classification of the learning style
According to Light Brown and Spada (1999, cited in Nguyễn Thị Vân Lam and Ngô Đình Phương), they classify learning styles into 2 major categories: Perceptual and
Classification of learning styles
M Felder (1995) seemed to belong to this list, however, the researcher wants to add one more styles of learners: active and reflective learners
In the first category which is based on perception, there are different sub- categories which are visual learners, auditory learners, kinesthetic learners, tactile learners and haptic learners
Visual learners thrive when information is presented in visual formats, such as images, colors, and maps, according to the DVC website This learning style enhances their ability to absorb and retain information, as they often visualize concepts as pictures in their minds to aid memory recall.
Auditory learners thrive in environments where information is conveyed through spoken language, as they possess a strong sense of pitch and rhythm They often recall information by "hearing" it in their minds, reflecting on how it was previously communicated to them Engaging in listening and speaking exchanges enhances their learning experience, making verbal interaction a key component of their educational success.
Kinesthetic learners: Kinesthetic learners learn more effectively through concrete body experience or body movement They often use their body and sense of touch to explore the world around
Tactile learners thrive on hands-on experiences, preferring to learn through touch and active participation They engage with the world by physically acting out events, which enhances their understanding and retention of information For example, when recalling a phone number, they might visualize the movement of their fingers pressing the keys, making the learning process more memorable.
Haptic learners : they are among those who learn through touch and body movement, a combination of tactile and kinesthetic styles They are successful in learning tasks requiring manipulation
In cognitive learning styles, Light Brown and Spada (1999) divide them into two categories: field- independent learners and field- dependent learners
Field-independent learners excel in analytical thinking, allowing them to quickly identify hidden figures within complex images They have a tendency to perceive elements in isolation from their surrounding context, enabling them to focus intently on details.
Field-dependent learners are characterized by their relational approach to learning, as they often focus on the overall context rather than individual components They tend to perceive situations holistically, which can make it challenging for them to break down information into distinct parts, leading to an emphasis on general meaning over specific details.
Active learners thrive in environments that encourage physical engagement, while reflective learners excel when given time to contemplate the information presented Research indicates that students who actively participate and reflect during class sessions tend to grasp new concepts more effectively and retain them longer Felder (1995) distinguishes between these two types of learners, noting that active learners are more inclined towards experimentation, contrasting with reflective learners who focus on observation and contemplation.
The importance of understanding students‟ learning styles
Understanding students' learning styles is crucial for creating an inclusive classroom environment Early in the course, students should complete a learning style assessment to identify their own preferences and those of their peers Educators must recognize that students learn differently, prompting them to adopt diverse teaching approaches The interplay between teaching and learning styles should be a primary focus for educators, as it significantly impacts student engagement and success.
Research on learning styles reveals a significant gap in the investigation of aligning teaching and learning styles Despite numerous variables discussed in educational literature, few studies focus on this crucial match Peacock (2001) stands out as a key researcher who identified notable discrepancies between students' learning styles and teachers' teaching styles in real classroom settings It is essential for instructors to adapt their teaching methods to accommodate diverse student learning styles, as this adaptability is linked to improved academic achievement Furthermore, studies emphasize that both teachers and administrators play a vital role in influencing student success, highlighting the importance of aligning teaching and learning styles to enhance educational outcomes.
To meet administrative expectations, teachers often alter their natural teaching methods Recognizing that teaching and learning are interconnected processes, where both lecturers and learners depend on each other, can significantly enhance teaching effectiveness By embracing this understanding, educators can empower students to reach their full potential (Forest, 2004).
Investigation into the teaching styles asserts that the disparity between teaching and learning is continuous, and that this largely influences students‟ attitude and motivation
Disparity in teaching and learning styles is the root of the problems that many students face
Research indicates that teachers often overlook the fundamental reasons behind students' failure, resistance, or refusal to learn While these actions may be unintentional, it is crucial for educators to identify the root causes of these issues to prevent them Students who struggle to meet expectations tend to lose motivation and persistence Therefore, investigating effective strategies tailored to individual learning styles is essential for fostering student success By aligning course materials with students' preferred learning methods, teachers can help them navigate challenges more effectively Once educators understand their students' learning styles, they can design courses that cater to these needs, ultimately enhancing the learning experience.
Mismatches between Teachers' and Students' perceptions of learning activities
Teachers should utilize visual aids like photographs, drawings, and cartoons to enhance vocabulary comprehension and employ films and live dramatizations to illustrate lessons, catering to visual learners and boosting motivation To reinforce grammar and vocabulary, repetitive drills and exercises are essential Instead of relying solely on lectures and board writing, teachers should engage students in class activities and hands-on exercises, facilitating kinesthetic learning Group assignments should be encouraged to benefit collaborative learners, allowing them to express themselves effectively Additionally, individual home and in-class grammar exercises should be assigned to support students who thrive in solitary learning environments.
1.4 Mismatches between Teachers’ and Students’ Perceptions of Learning Activities
Effective learner-centered language teaching requires a deep understanding of students' needs, expectations, and learning preferences Research by Riazi and Riasati (2007) highlights a common disconnect between students' and teachers' perceptions, which can lead to learning challenges, frustration, and decreased motivation For instance, while students often dislike individual work and traditional vocabulary acquisition methods, teachers may remain unaware of these preferences and continue with ineffective teaching strategies To enhance learning outcomes, it is crucial for educators to adapt their approaches by promoting collaborative work and contextualizing lessons, enabling students to better engage with both receptive and productive language skills.
A study by Hue (2004) revealed a significant disconnect in the language learning environment, despite both learners and teachers acknowledging the importance of grammar and possessing confidence in their grammatical knowledge The learning atmosphere was found to be unsatisfactory, as students expressed feelings of boredom and dissatisfaction due to the monotonous and repetitive nature of the teacher's explanations Consequently, this
(2001) suggested that teachers should not consider their learners the vase, and pour the knowledge into their head
A study by Spratt in 1999 revealed a significant disconnect between teachers' perceptions of students' preferences and the students' actual preferences, with only 50% alignment Bridging this gap is crucial for enhancing learning outcomes, fostering a positive educational environment, and strengthening the relationship between teachers and learners.
While similar studies have been conducted in various contexts, there is a lack of research specifically addressing the situation in Vietnam, particularly in Nghe An Therefore, this study aims to achieve its objectives for the benefit of both teachers and learners.
The need to study students‟ learning styles and meet students‟ needs and demands
Understanding and addressing learners' needs is crucial for enhancing the effectiveness of language teaching, particularly in English Identifying students' learning styles plays a key role in selecting the most appropriate teaching methodologies As noted by Dunn and Griggs (1988), learning styles encompass a unique set of biological and developmental traits that can make a particular teaching approach highly effective for some students while being ineffective for others.
Understanding students' learning styles is crucial for developing effective language learning strategies According to Oxford (2003), aligning learning styles with appropriate strategies and instructional methods enhances student performance and confidence while reducing anxiety Conversely, mismatches can lead to significant breakdowns in teacher-student interactions, causing students to reject the teaching methods Therefore, teachers must not only prepare suitable materials and lesson plans but also foster students' awareness of various learning strategies This awareness empowers students to consciously employ second language learning strategies, making their learning process more efficient and effective (Nykios and Oxford).
Chapter 1 provided a theoretical foundation on learning styles, particularly in the context of second language (L2) acquisition It highlighted the significance of recognizing students' learning styles and the discrepancies between teachers' and students' perceptions of learning activities Additionally, it emphasized the necessity of studying and addressing students' learning needs The next chapter will outline the methodology and procedures employed in the study.
This chapter outlines the fundamental settings for the study, detailing the participants involved, the instruments used for data collection, and the procedures followed during the data collection process.
Setting of the study
The research was conducted at Do Luong 2 High School in Nghe An during the second term of the 2009-2010 academic year Situated in a remote area of Do Luong District, the school comprises 86 teachers and 28 classes, serving over 1,300 students Among the faculty, there are nine English teachers, most of whom are young and dedicated to their teaching responsibilities The school includes three grades—10, 11, and 12—across a total of 32 classes for that academic year.
In 2010, students in a remote area are utilizing new English textbooks, yet they face challenges due to a lack of proper teaching and learning materials during their primary and secondary education As a result, teachers at these schools must exert extra effort compared to their peers in other upper secondary institutions within the province, striving to help students bridge the gap in their general knowledge across various subjects.
English is a mandatory subject for students, who often study it primarily to pass exams While some students enjoy learning English and aspire to use it in the future, teachers face challenges in identifying students' preferred learning styles and finding effective ways to enhance their English language skills.
Participants
Many students in the school reside in the remote areas of Do Luong district, facing challenging living and learning conditions compared to their peers in the district center As a result, their entrance exam scores tend to be significantly lower, reflecting a medium level of knowledge overall.
Many students do not prioritize English before entering high school, focusing instead on natural subjects As a result, only a few students, typically four to six per class, excel in English, while the majority have minimal knowledge of the language Although some students were previously proficient in English, they tend to neglect it in high school due to various subjective and objective factors Their approach to learning English is often casual, with the primary goal of passing examinations rather than achieving proficiency.
In order to get information to fulfill the aims of the study, two survey questionnaires are designed The questionnaire was administered to 286 students of grades
12 at the school Their ages vary from 17 to 19 There time of length of English learning is different: 90% started learning English at grade 6; only 10% started at grade 10
At Do Luong High School, seven teachers participated in a study, as two were on maternity leave Their ages range from late twenties to forty-five, with teaching experience varying from four to over twenty years Five hold a Bachelor's Degree in English, one completed an in-service training course after previously teaching Russian, and another has an M.A degree while one is currently pursuing an M.A Despite limited opportunities for professional development and inadequate teaching resources, these dedicated and friendly rural teachers are committed to their students' success and have a strong desire to enhance their English teaching skills.
Data Instruments
Various data collection methods exist, including questionnaires, interviews, meetings, tests, and observations, each with unique advantages and disadvantages The researcher opted for questionnaires due to their popularity, ease of preparation, and suitability for large sample sizes This method simplifies the tabulation and analysis of data (Brown, 1995) Consequently, a survey questionnaire was utilized to assess students' learning styles and teachers' teaching styles, allowing both groups to reflect on their English teaching and learning experiences, resulting in more detailed and accurate information.
The study utilized a questionnaire based on the works of Nunan (1989) and Brindley (1984), comprising two parts: a teacher questionnaire and a student questionnaire, featuring both close-ended and open-ended items The primary aim was to explore students' learning style preferences alongside teachers' perspectives on these preferences Respondents indicated their answers by circling Yes/No or providing alternative responses in the designated space, thereby encouraging personalized feedback beyond the preset options.
The questionnaire allowed respondents to express their individual thoughts rather than selecting from a restricted set of options, leading to more accurate insights into their preferred language learning styles (Cohen, 1998) This approach provided a deeper understanding of the varied styles utilized by participants.
Questionnaires which are administered to seven teachers and 286 students at the end of March and at the beginning of April
* The questionnaire completed by the students
The questionnaire, comprising fifteen questions divided into twelve sections, was administered to 286 students at Do Luong 2 High School at the start of class Students completed the survey during breaks, and the completed questionnaires were subsequently collected by class monitors for analysis.
* The questionnaire completed by the teachers
The questionnaire developed for teachers seeks to identify their teaching styles in English classes and to explore the discrepancies between students' learning styles and teachers' instructional approaches Administered during lesson breaks, the surveys were distributed to seven teachers, all of whom participated A total of seven completed questionnaires were collected and utilized for analysis.
The researcher suggests that the insights gained can lead to valuable recommendations aimed at reducing challenges faced in teaching and learning English at Do Luong 2 High School, ultimately enhancing the educational experience.
Data collection procedure
- The questionnaires were given to pupils of the twelve grade groups at Do Luong 2 high school This was done at the end of March 2010
- The set of questionnaire for teachers was delivered at the beginning of April, 2010
- The written test set by the teachers was carried out at the end of May
The second chapter outlined the methodology and procedures of the study, while the upcoming chapter will present the study's results in relation to the theories discussed earlier.
Data Analysis 3.1 Students‟ interest in learning English
Preferences of learning items
The learning item I like is: Students Percentage Teachers Percentage to study grammar 69/286 24.12% 4 57.14% to learn many new words 73/286 25.52% 1 14.28% to practice the sounds and pronunciation
71/286 24.82% 0 0% to learn English words by seeing them 134/286 46.85% 3 42.86% to learn English words by hearing them
45/286 15.73% 2 28.57% to learn English words by doing something
Table 3: Teachers’ and students’ preferences in learning items
A recent study on learning preferences revealed that a significant majority of students, 86.01%, favored kinesthetic learning through hands-on activities Visual learning was also popular, with 46.85% of students preferring to learn English through visual aids However, interest in grammar and auditory learning methods, such as hearing vocabulary and practicing pronunciation, was notably low, with only 15.73% to 24.12% expressing a preference for these approaches Interestingly, teachers shared similar views regarding these learning preferences.
Preferences of teaching methodologies
Question Students Percentage Teachers Percentage
B.Listening to and use cassettes, or CDs
Table 4: Teachers' and students' preferences of teaching methodologies
Teaching methodologies significantly influence how information is perceived and processed In Vietnam, the majority of teachers utilize chalkboards for lesson presentations, emphasizing the importance of copying notes from the board This practice aids students in revising lessons effectively, as teachers often require them to transcribe information Additionally, checking their notebooks ensures that students have accurately recorded the required material.
The survey results reveal a significant discrepancy between student and teacher preferences for learning methods While only 23.43% of students enjoy learning by copying from the board, all teachers believe this method is favored by their students In contrast, a majority of students (67.13%) prefer learning through games, a preference acknowledged by 71.43% of teachers Additionally, 62.24% of students favor learning with visual aids such as pictures, films, and videos, likely due to their appeal to both visual and auditory senses Traditional methods like listening to cassettes or taking notes are largely unappealing, with only 10.84% to 11.89% of students finding them interesting Moreover, conversations ranked lowest in student preference at 7.34%, despite 57.14% of teachers believing their students enjoy this interactive approach This suggests that students may be seeking more engaging and less passive learning experiences.
3.5 The frequency degree of teacher's using activities in class
Activity always often sometimes seldom
B using maps, wall-chairs, diagrams 0
Table 5: The frequency degree of teacher's using activities in class
Question 10 asks students how the frequency degree their teachers use these activities in class From the students‟ reply, we could see the fact that most of the teachers have not used a variety of activities in the classroom 247 out of 286 students assumed that their teachers seldom use maps, wall-chairs, diagrams in class Apart from this activities, teachers seldom use another important activities; such as using English songs/ music, watching videos or using power point presentation (from 210% to 229% respectively) The reason could be lack of modern facilities or maybe they have not enough time for using them because they have to teach due to the textbooks From the table, we can see that discussing/debating, role-play, using handouts/pictures/ games are activities that the teachers always used in class (from 42.31% to 22.03% respectively)
3.6 The importance of learning styles
Question Choices Percentage of the students
Percentage of the teachers The role of learning styles in target language learning
Table 6: Teachers’ and students’ opinions about the importance of learning styles
The findings indicate that pupils at Do Luong 2 recognize the significance of English learning styles in acquiring a target language Specifically, 48.37% of students consider learning styles to be a very important factor influencing their educational process, while 36.54% deem it an important factor Only 15.09% of students do not share this view These results highlight the awareness among both students and teachers regarding the critical role of learning and teaching styles in language education.
3.7.1 Teachers’ and students' opinions about their useful activities
Activities Students Percentage Teachers Percentage
C Doing exercises from the workbooks
Table 7: Teachers’ and students' opinions about useful activities
For this question, it shows the teachers' and students' opinions about the activities that help students learn best in class
Class activities are essential in enhancing English teaching and learning, benefiting both teachers and students when effectively organized According to a chart, students find playing games (27.27%) and doing workbook exercises (25.87%) to be the most beneficial for their learning, while watching videos is preferred by 15.03% Conversely, writing and listening activities, including English songs, are viewed as less engaging and useful by students Teachers, however, have a different perspective; 100% agree that workbook exercises are crucial for student learning, followed by discussions, debates, and presentations (57.14%), with writing also recognized as beneficial (42.86%) Notably, all teachers consider listening to English songs the least effective activity for student learning.
3.7.2 The activities students like using in English class
Activities that students most use when learning English
A often read materials, textbooks and see charts, pictures to get knowledge
B often listen to the lectures, tapes, disks to get information
C often take in activities, games, discussions to attain knowledge
Table 8: The activities students like using in English class
A survey of students revealed their preferred activities for learning English, with 56.29% favoring interactive methods such as games and discussions for quick knowledge acquisition Additionally, 83 out of 286 students expressed a preference for reading materials, textbooks, and visual aids like charts and pictures, considering these the easiest ways to learn In contrast, only 14.68% of students enjoyed listening to lectures or audio materials, indicating a general lack of interest in auditory learning methods.
3.7.3 Teachers’ and students' favorite activities in class
Question Students Percentage Teachers Percentage role play 221/286 77.27% 4/7 57.14% language games 91/286 31.81% 3/7 42.86% songs 37/286 12.94% 3/7 42.86% talking with and listening to other students
151/286 52.80% 5/7 71.43% memorizing conversation/dialogues 27/286 9.44% 2/7 28.57% getting information from guest speakers
Discussing, debating 167/286 58.39% 6/7 85.71% writing a learning diary 18/286 6.29% 1/7 14.28%
Table 9: Teachers’ and students' favorite activities in class
A significant majority of students (77.27%) expressed a preference for role-playing activities, which are widely utilized in English classrooms in Vietnam, particularly during the pre and post stages of lessons This engaging activity fosters creativity and imagination, and grade 12 students have excelled in it However, only 57.14% of teachers believed their students enjoyed role-playing Additionally, 58.39% of students favored discussing and debating, while a notable 85.71% of teachers perceived that their students were more interested in these activities compared to others.
Discussion among students is believed to enhance knowledge exchange and boost self-confidence, particularly for grade 12 learners However, only 52.80% of students expressed a preference for engaging in conversation and listening activities The findings indicate that students recognize the value of peer interaction in their learning process and desire opportunities to communicate in the target language, even if it presents challenges In contrast, 71.43% of teachers perceived that their students enjoyed talking and listening to each other, highlighting a significant discrepancy between teachers' perceptions and students' actual preferences Additionally, activities like language games and guest speaker sessions were not favored by the students.
Table 10: Students and teachers' opinions in using teaching aids
A recent study revealed that students are most engaged by technology, with computers and television/video/films capturing 51.75% and 40.21% of their interest, respectively In contrast, traditional teaching methods, such as blackboards and pictures/posters, ranked lower in appeal Notably, students expressed a strong dislike for learning through radio, tapes, and cassettes, despite their common use in listening and pronunciation lessons.
Teachers unanimously agreed that traditional teaching methods were the most popular, with 100% support Additionally, the use of pictures and posters, along with PowerPoint presentations, garnered an 85.71% approval rate Conversely, educators believed that teaching through radio, tapes, or cassettes was the least engaging for students.
The findings from the questionnaires administered to both students and teachers indicate a consensus in their views regarding the use of learning and teaching aids.
A immediately, in front of everyone? 94 32.87% 4 57.14%
B later, at the end of the activity, in front of everyone?
Table 11: Students' and teachers' view on being corrected immediately or later
In this question, the students were asked how they would prefer to be corrected by their teachers immediately or later in front of everyone or in private
The results from Table 9 indicate that a majority of students (55.24% - 11.89%) preferred receiving error corrections at the end of the activity, either publicly or privately, suggesting a tendency towards delayed correction This preference may stem from concerns about feeling shy and lacking confidence when errors are addressed immediately Conversely, a smaller group of students (32.87%) recognized the benefits of immediate correction.
Only 57.14% of teachers believed that their students preferred immediate correction, while the majority felt that students favored receiving feedback later, either in front of the class or privately This indicates that over half of the teachers approach error correction with thoughtfulness and caution Nonetheless, timely error correction is crucial for enhancing students' learning, prompting teachers to navigate this issue with care Table 12 illustrates students' perspectives on error correction.
Do you mind if the teachers tell you all your mistakes?
192 67.13% Do you mind if you tell them all their mistakes?
Do you mind if the teacher let you find your errors?
94 32.87% Do they mind if you let them find their errors?
Table 12: Students’ and teachers’ thought in correcting errors
Apparently, students recognized the importance of correcting errors This helps them in their learning especially they are in grade 12 now As revealed in the Table that
A significant 67.13% of students expressed hesitation about having their errors pointed out by teachers in a classroom environment, while 32.87% did not anticipate being encouraged to identify their own mistakes Conversely, 57.14% of teachers believed that students disliked self-correction but still preferred that all their errors be corrected by instructors Consequently, it is essential for teachers to adopt a more thoughtful approach to error correction.
Question Students Percentage Teachers Percentage
F others( doing exercises in reference books)
Table 13: Students' and teachers' view on studying at home
The data reveals that only 39.86% of students expressed a desire to complete their homework, with studying English books being the second most preferred activity This low interest can be attributed to their focus on upcoming examinations A minority of students engaged in alternative, more enjoyable activities at home, such as using reference books, listening to cassettes, or reading English newspapers, rather than preparing for lessons or reviewing daily work In contrast, 85.72% of teachers believed their students enjoyed doing homework, while 14.28% thought they preferred studying English books Notably, all teachers underestimated their students' aversion to listening, watching, and reading in English at home, indicating a disconnect between teachers' perceptions and students' actual preferences.
The importance of learning styles
Question Choices Percentage of the students
Percentage of the teachers The role of learning styles in target language learning
Table 6: Teachers’ and students’ opinions about the importance of learning styles
The findings indicate that pupils at Do Luong 2 recognize the significance of English learning styles in language acquisition Specifically, 48.37% of students consider learning styles to be a very important factor influencing their learning process, while 36.54% view it as important Only 15.09% of students disagree with this perspective These results highlight the awareness among both students and teachers regarding the critical role of learning and teaching styles in education.
3.7.1 Teachers’ and students' opinions about their useful activities
Activities Students Percentage Teachers Percentage
C Doing exercises from the workbooks
Table 7: Teachers’ and students' opinions about useful activities
For this question, it shows the teachers' and students' opinions about the activities that help students learn best in class
Class activities are crucial in enhancing the teaching and learning of English, benefiting both teachers and students when effectively organized A recent chart reveals that students find playing games (27.27%) and completing workbook exercises (25.87%) to be the most beneficial activities for their English learning, while watching videos is favored by 15.03% Conversely, writing and listening activities, including English songs, are perceived as less engaging and useful Interestingly, teachers' perspectives differ; 100% agree that workbook exercises are the most effective, followed by discussions, debates, and presentations (57.14%), with writing also seen as beneficial (42.86%) All teachers ranked listening to English songs as the least effective learning activity.
3.7.2 The activities students like using in English class
Activities that students most use when learning English
A often read materials, textbooks and see charts, pictures to get knowledge
B often listen to the lectures, tapes, disks to get information
C often take in activities, games, discussions to attain knowledge
Table 8: The activities students like using in English class
A recent survey revealed that 56.29% of students prefer engaging in activities, games, and discussions for learning English, as these methods allow them to acquire knowledge quickly Additionally, 83 out of 286 students indicated a preference for reading materials, textbooks, and visual aids like charts and pictures, which they find to be the easiest way to learn In contrast, only 14.68% of students expressed an interest in listening to lectures, tapes, or disks, suggesting a general disinterest in auditory learning methods.
3.7.3 Teachers’ and students' favorite activities in class
Question Students Percentage Teachers Percentage role play 221/286 77.27% 4/7 57.14% language games 91/286 31.81% 3/7 42.86% songs 37/286 12.94% 3/7 42.86% talking with and listening to other students
151/286 52.80% 5/7 71.43% memorizing conversation/dialogues 27/286 9.44% 2/7 28.57% getting information from guest speakers
Discussing, debating 167/286 58.39% 6/7 85.71% writing a learning diary 18/286 6.29% 1/7 14.28%
Table 9: Teachers’ and students' favorite activities in class
A recent survey revealed that 77.27% of students enjoy role-playing, a popular activity in Vietnamese English classrooms, particularly during the pre and post stages of lessons This engaging activity fosters creativity and imagination, and grade 12 students excel in it Interestingly, only 57.14% of teachers believed their students shared this enthusiasm Additionally, 58.39% of students expressed a preference for discussion and debate, while a significant 85.71% of teachers perceived their students as being more interested in these activities compared to others.
A study revealed that while teachers believed 71.43% of students enjoyed talking and listening to peers, only 52.80% of students expressed a liking for these interactions The findings indicated that students found peer discussions beneficial for learning and desired opportunities to engage in conversations, even if it meant facing challenges while using the target language However, there was a noticeable disconnect between teachers' perceptions and students' actual preferences, as language games and guest speakers were not favored by the students.
Table 10: Students and teachers' opinions in using teaching aids
A recent study revealed that students are most engaged by technology, with computers and television/video/films attracting 51.75% and 40.21% of their interest, respectively Traditional teaching methods, including blackboards and pictures/posters, ranked lower in appeal Notably, students expressed a strong dislike for learning through radio/tapes/cassettes, despite their common use in listening and pronunciation lessons.
Teachers unanimously agreed that traditional methods of knowledge delivery were the most popular, receiving a full 100% approval Following closely were the use of pictures and posters, as well as PowerPoint presentations, both of which garnered 85.71% support Additionally, teachers noted that teaching through radio, tapes, or cassettes was the least engaging for learners.
The findings from the questionnaires indicate a consensus between students and teachers regarding the effectiveness of learning and teaching aids.
A immediately, in front of everyone? 94 32.87% 4 57.14%
B later, at the end of the activity, in front of everyone?
Table 11: Students' and teachers' view on being corrected immediately or later
In this question, the students were asked how they would prefer to be corrected by their teachers immediately or later in front of everyone or in private
The results from Table 9 indicate that a majority of students (55.24% - 11.89%) preferred receiving error corrections after the activity, either in front of the class or privately This preference suggests a tendency towards delayed correction, possibly due to concerns about feeling shy and lacking confidence when corrected immediately However, a significant portion of students (32.87%) recognized the benefits of immediate correction.
Only 57.14% of teachers believed their students preferred immediate correction, while the remainder thought students favored feedback after the activity, either publicly or privately This indicates that more than half of the teachers are considerate and cautious when addressing student errors Nonetheless, timely error correction is crucial for enhancing students' learning, prompting teachers to approach this issue with care, as illustrated in Table 12, which reflects student opinions on error correction.
Do you mind if the teachers tell you all your mistakes?
192 67.13% Do you mind if you tell them all their mistakes?
Do you mind if the teacher let you find your errors?
94 32.87% Do they mind if you let them find their errors?
Table 12: Students’ and teachers’ thought in correcting errors
Apparently, students recognized the importance of correcting errors This helps them in their learning especially they are in grade 12 now As revealed in the Table that
A significant 67.13% of students expressed hesitation about having their errors pointed out by teachers in a classroom environment, while 32.87% did not anticipate being encouraged to identify their own mistakes Additionally, 57.14% of teachers perceived that students were averse to self-correction, yet students preferred that teachers address all their errors This indicates the need for teachers to adopt a more mindful approach to error correction in order to enhance the learning experience.
Question Students Percentage Teachers Percentage
F others( doing exercises in reference books)
Table 13: Students' and teachers' view on studying at home
The chart reveals that only 39.86% of students expressed a desire to complete their homework, with studying English books as the second most preferred activity This trend can be attributed to their focus on upcoming examinations A small fraction of students engaged in alternative activities at home, such as using reference books, listening to cassettes, and reading English newspapers, rather than preparing for lessons or reviewing daily work In contrast, 85.72% of teachers believed their students enjoyed doing homework, while 14.28% thought they liked studying English books Additionally, all teachers were unaware that their students generally disliked engaging with English through listening, watching, or reading at home This indicates a disconnect between teachers' perceptions and students' actual preferences regarding homework.
Homework is crucial for 12th-grade students as it enhances their knowledge and skills for exams It serves to reinforce what they have learned and prepares them for future lessons Teachers should carefully consider the amount and type of homework assigned While many students do not prefer reading newspapers or watching TV in English, others enjoy learning through English textbooks.
Question Students Percentage Teachers Percentage
A written tasks set by the teachers? 217/286 75.87% 6/7 85.71%
B seeing if you can use the language you have learnt in real-life situations?
Table 14: Students' and teachers' view on improvement
In each school term, students typically undergo at least five written tests, equating to one test per month, while spoken assessments are limited to one or two tasks per term Consequently, students' performance and improvement are primarily evaluated through these written tasks A significant 85.71% of teachers believe that students are eager to gauge their English language progress through these assessments As 12th graders, students feel the need to verify their knowledge, leading 75.87% of them to associate higher scores on written tasks with greater improvement in their English skills.
A significant majority of students (59.09%) expressed a preference for self-evaluating their language skills through authentic communication rather than relying on formal assessments by teachers They believed that their improvement in a second language (L2) should be measured by their ability to effectively engage in real-life interactions This perspective suggests that students view traditional tests as a threat to their competence, fearing poor performance Consequently, they are more inclined to assess their success based on their experiences in practical situations.
Teaching aids
Table 10: Students and teachers' opinions in using teaching aids
The study revealed that students were most engaged by technology, with computers capturing 51.75% of their interest and television/video/films attracting 40.21% Traditional teaching methods, such as blackboards and pictures/posters, ranked third and fourth in student preference Notably, students expressed a strong dislike for learning through radio/tapes/cassettes, despite their common use in listening and pronunciation lessons.
Teachers unanimously agreed that traditional teaching methods were the most popular, with 100% support Additionally, the use of pictures and posters, as well as PowerPoint presentations, garnered an 85.71% approval rate Conversely, teachers noted that teaching through radio, tapes, or cassettes was the least engaging for learners.
The findings from the questionnaires administered to both students and teachers indicate a consensus in their views regarding the effectiveness of learning and teaching aids.
Error correction
A immediately, in front of everyone? 94 32.87% 4 57.14%
B later, at the end of the activity, in front of everyone?
Table 11: Students' and teachers' view on being corrected immediately or later
In this question, the students were asked how they would prefer to be corrected by their teachers immediately or later in front of everyone or in private
The results from Table 9 indicate that a majority of students (55.24% - 11.89%) favored receiving error corrections at the end of an activity, either in front of the class or privately, suggesting a preference for delayed correction This preference may stem from concerns that immediate correction could induce feelings of shyness and lack of confidence In contrast, a smaller percentage of students (32.87%) recognized the benefits of immediate correction.
Only 57.14% of teachers believed that their students preferred immediate correction, while the majority felt that students favored corrections to be given later, either in front of the class or privately This indicates that over half of the teachers approach error correction with thoughtfulness and caution Nonetheless, timely error correction is crucial for effective learning, prompting teachers to navigate this issue carefully Table 12 illustrates students' perspectives on error correction.
Do you mind if the teachers tell you all your mistakes?
192 67.13% Do you mind if you tell them all their mistakes?
Do you mind if the teacher let you find your errors?
94 32.87% Do they mind if you let them find their errors?
Table 12: Students’ and teachers’ thought in correcting errors
Apparently, students recognized the importance of correcting errors This helps them in their learning especially they are in grade 12 now As revealed in the Table that
A significant 67.13% of students expressed hesitation about having their errors pointed out by teachers in a classroom environment, while 32.87% did not anticipate being encouraged to identify their own mistakes Additionally, 57.14% of teachers perceived that students disliked self-correction but preferred teachers to address all their errors Consequently, it is essential for educators to adopt a more thoughtful approach when correcting student mistakes.
Studying at home
Question Students Percentage Teachers Percentage
F others( doing exercises in reference books)
Table 13: Students' and teachers' view on studying at home
The data reveals that only 39.86% of students expressed a desire to complete their homework, with studying English books being the second most preferred activity This trend may be attributed to their focus on upcoming examinations, while a small percentage engaged in alternative activities at home that they found more interesting and effective Some students opted for exercises in reference books, listening to cassettes, or reading English newspapers instead of preparing for lessons or reviewing daily work In contrast, a significant majority of teachers (85.72%) believed their students enjoyed doing homework, while 14.28% thought they liked studying English books Notably, all teachers recognized that their students generally did not prefer listening, watching, or reading in English at home, indicating a disconnect between teachers' perceptions and students' actual preferences regarding homework.
Homework is crucial for grade 12 students as it enhances their knowledge and skills for examinations It serves to reinforce what they have learned and prepares them for upcoming lessons Teachers should thoughtfully consider the amount and type of homework assigned While many students do not favor reading newspapers or watching TV in English, some prefer learning through English books.
Improvement
Question Students Percentage Teachers Percentage
A written tasks set by the teachers? 217/286 75.87% 6/7 85.71%
B seeing if you can use the language you have learnt in real-life situations?
Table 14: Students' and teachers' view on improvement
In a typical school year, students undergo at least five written tests per term, equating to a monthly assessment of their knowledge While spoken tasks are also part of the evaluation, they occur less frequently, with only one or two per term Consequently, student performance and progress are primarily gauged through written assignments Notably, 85.71% of teachers believe that students are eager to understand their English improvement through these tasks As they are in grade 12, students feel the need to validate their learning, leading to a strong desire to assess their knowledge through written evaluations This sentiment is reflected in the fact that 75.87% of students associate higher scores on written tasks with greater improvement in their English skills.
A significant majority of students (59.09%) expressed a preference for self-evaluation of their language skills through authentic communication rather than formal assessments by teachers They believed that their improvement in a second language (L2) should be measured by their ability to effectively engage in real-life interactions This preference stems from a perception that traditional tests pose a threat to their competence, leading to fears of underperformance Consequently, students showed a greater inclination to assess their success based on their experiences in practical situations.
Students at Do Luong 2 High School have shown significant improvement in their language skills through both written assignments and practical language use However, there is a greater emphasis on written tasks, primarily because they are crucial for passing examinations.
The table below showed the students' improvement after teachers‟ aware of the students‟ leaning styles (see Appendix 3) through the written test set by the teachers
From 3 to 5 From 5 to 7 From 8 to 9
Table 15: Students’ written tasks graded by the teachers
After teachers at Do Luong 2 High School recognized students' learning style preferences, two educators tailored their teaching methods for classes 12A1 and 12A10, comprising 93 students, while other teachers continued with traditional methods in classes 12A2, 12A3, 12A8, and 12A9, totaling 193 students Over nearly two months, written test results revealed significant improvements, with 70.97% of students in the adapted classes scoring between 8 and 10, compared to only 11.40% in the other classes This experiment highlighted the positive impact of aligning teaching styles with students' learning preferences.
The second chapter has provided an analysis of data collected from questionnaires The upcoming chapter will draw conclusions regarding students' English language learning style preferences at Do Luong 2 High School and will propose techniques tailored to various learning styles Additionally, it will address limitations of the study and offer suggestions for future research.
A recent survey conducted among teachers and students at Do Luong 2 High School revealed significant discrepancies between students' learning styles and teachers' instructional methods.
Students favor collaborative learning methods, such as pair work, group activities, and whole-class interactions, rather than individual tasks in the classroom This preference suggests that they seek a learning environment with reduced anxiety and a lower perceived threat from teachers.
Students prefer learning English vocabulary through visual aids and hands-on activities rather than auditory methods, showing little interest in grammar studies In contrast, many teachers mistakenly believe that their students enjoy grammar lessons.
Most students prefer learning English through visual aids such as pictures, films, videos, and games, as these methods help them grasp the meaning of words and sentences without needing translation into their native language In contrast, they expressed a dislike for copying from the board, despite teachers assuming that this traditional method was favored by students.
From the teachers‟ thoughts, most of the teachers rarely used power point presentation and videos in teaching methodologies in English class Meanwhile, most of the students liked these methods
In the classroom, students showed a strong preference for engaging activities such as games, videos, and role-playing However, due to teachers' lack of awareness regarding students' diverse learning styles, they mistakenly believed that their students favored different types of activities As a result, the primary teaching aids utilized were traditional methods like the blackboard, written materials, and cassettes.
At home, they do not preferred reading newspapers and watching TV in English They liked to do homework, study English books and sometimes use cassettes
In short, from these findings above, the researcher found that most of the students at
Do Luong 2 high school are kinesthetic and visual learners and some are auditory learners.
Suggested teaching and leaning activities for different learning styles
on the research and work out the appropriate pedagogical techniques to help students of different learning styles can all learn effectively
2 Suggested teaching and learning activities for different learning styles
In today's diverse classrooms, teachers face the challenge of accommodating various learning styles among students While some international high schools utilize learning assessment questionnaires to group students by their preferred learning methods, this practice is not widely adopted in Vietnam As a result, Vietnamese educators often struggle to effectively address the unique learning needs of each student, highlighting the ongoing difficulty in creating an inclusive learning environment that caters to different educational approaches.
As a teacher at Do Luong 2 High School, I have observed the challenges in teaching and learning English To enhance student engagement and proficiency in English, it is crucial to bridge the gap between students' diverse learning styles and the teachers' instructional methods Implementing suggested activities aims to create a more effective and enjoyable learning environment for students.
At Do Luong 2 High School, the majority of students are kinesthetic and visual learners, with a smaller group being auditory learners To enhance the educational experience for these diverse learning styles, the researcher proposes a variety of tailored teaching activities designed to engage and support each type of learner effectively.
Effective lesson plan preparation is crucial for teachers, as it enables them to clearly outline lesson objectives and methodologies This process allows educators to tailor activities to accommodate diverse student learning styles, although crafting a universally suitable plan can be challenging It demands creativity from teachers and must align with the curriculum while considering the prominence of each student's learning style Here are some key considerations for teachers when developing a lesson plan.
To create effective lesson plans, teachers must first identify their students' learning styles By assessing these preferences, educators can tailor their approaches to better meet the diverse needs of their students, ensuring a more engaging and impactful learning experience.
A well-structured lesson plan should incorporate a variety of materials and teaching aids, necessitating teachers' creativity and preparation to align with diverse student learning styles Utilizing visual, audio, and audiovisual aids can significantly enhance the teaching process, enabling educators to effectively achieve their instructional objectives in each session.
Teachers should design a diverse range of exercises and activities to accommodate the unique learning styles of each student By incorporating various types of activities, such as writing tasks like picture descriptions and storytelling, speaking exercises including discussions and debates, reading comprehension activities with clue-finding tasks, and engaging listening exercises through music and games, educators can enhance the learning experience and foster student engagement.
Teachers should assess the effectiveness of activities for each learning style group after each session By observing the understanding levels of different groups, educators can evaluate how well the activities cater to the primary learning styles and other groups This evaluation will enable teachers to refine and enhance the relevance of future lessons.
Visual learners retain information more effectively when it is presented visually, making it essential for teachers to utilize visual aids in the classroom These aids can include various objects, classroom furniture, pictures, drawings, and even the teachers and students themselves By incorporating visual aids, teachers can enhance their persuasiveness, improve student retention, and deepen understanding, particularly for visual learners.
The blackboard is an essential visual aid for visual learners, serving multiple purposes without the need for prior preparation It effectively presents new vocabulary, grammar structures, and spelling, while also providing a model for handwriting Teachers utilize chalkboards to enhance clarity in their lessons, helping students focus and engage more effectively with the material.
Teachers can effectively utilize a head projector to present information and images, serving as a versatile tool that complements traditional boards Among the various presentation methods, PowerPoint presentations stand out as the most widely used technique for conveying information.
Storytelling through pictures offers visual learners an opportunity to leverage their strengths by connecting related images to the lesson This engaging activity encourages students to independently create narratives based on the visuals provided, enhancing their learning experience Ultimately, the goal is to empower visual learners by harnessing their unique abilities in a collaborative and creative way.
For visual learners, remembering words is crucial as it enhances their short-term memory through quick exposure to vocabulary This engaging classroom activity is easy to implement and doesn't demand extensive preparation from the teacher It encourages students to focus and recall words within a limited timeframe, allowing them to practice their vocabulary retention by accurately rewriting the words displayed on the board.
Watching movies can be a highly effective and engaging tool for learners, provided that teachers select films appropriate to their students' levels For visual learners, it is essential to choose movies with vivid imagery and clear subtitles While students often find movie watching enjoyable, teachers face challenges in achieving their educational objectives, necessitating careful oversight during the viewing process To maximize the benefits of this activity, teachers should prepare and design targeted activities before, during, and after the film to assess students' understanding and reinforce the knowledge gained from the movie.
Kinesthetic learners thrive on hands-on experiences and physical activities, making it essential for teachers to incorporate visual aids and tangible objects in their lessons By allowing students to interact with items related to the lesson, such as bringing a "Non la" hat into a discussion about Vietnamese traditional customs, teachers can significantly enhance student engagement and concentration Preparing a variety of visual aids prior to each lesson is crucial to capture the interest of kinesthetic learners and facilitate a more immersive learning experience.
Limitations of the study
The study boasts strengths, including data collected directly from questionnaires administered to teachers and students However, it is important to acknowledge its limitations due to time constraints, resource availability, and the researcher's expertise Notably, the sample size is limited, involving only a few classes of grade 12 and grade 7 teachers, which may restrict the generalizability of the findings to the entire student population at the school.
The researcher primarily relied on a self-reported questionnaire for data collection, which may lead to inaccuracies in the perceptions gathered To enhance the reliability of the results, it is essential to utilize a variety of data collection instruments.
The study focused on grade 12 students, who do not represent the entire student population of the school Their primary concern is passing examinations, which may influence their learning style preferences and how they responded to the questionnaire.
Future research must consider these limitations to yield more meaningful results related to the research topic.
To gain a comprehensive understanding of students' learning style preferences at Do Luong 2 High School, future research should employ a mixed-methods approach, utilizing both questionnaires and in-depth interviews for data collection Additionally, classroom observations are essential to assess the alignment between teachers' instructional styles and students' learning preferences Investigating the relationships among gender, motivation, and learning styles is also crucial, particularly in examining the correlation between students' learning style preferences and their academic achievement.
Further studies can offer valuable insights into students' language learning style preferences and teachers' awareness of these styles, while also examining their relationships with variables such as age, gender, ethnicity, and proficiency The findings from this research will undoubtedly enhance English language learning and teaching in Vietnam.
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Appendix 1: Survey questionnaire for students
This questionnaire is to investigate students‟ language learning style preferences at
Do Luong 2 High School, located in Nghe An Province, greatly values your assistance in completing the following items The information you provide will be instrumental for our study purposes Thank you for your support!
Please put a circle around your answer(s)
1 How many years have you been studying English?
2 Do you like learning English? Yes No
3 In class do you like learning English
A by yourself (alone)? YES NO
C in small groups? YES NO
D with the whole class? YES NO
A to study grammar? YES NO
B to learn many new words? YES NO
C to practice the sounds and pronunciation? YES NO
D to learn English words by seeing them? YES NO
E to learn English words by hearing them? YES NO
F to learn English words by doing something? YES NO
5 In English class, do you like to learn
B to listen to and use cassettes, or CDs.? YES NO
C to learn by games.? YES NO
D to learn by conversations ? YES NO
E to learn by pictures, films, and videos.? YES NO
F by copying from the board? YES NO
6 Please tick the frequency degree of your teacher's using activities in class
Activity always often sometimes seldom
B using maps, wall-chairs, diagrams
7 Could you please assess the role of learning slyles in your success in learning English?
A very important B important C not important
8 What activities help you learn English best in class? (only choose one)
9 Which activities do 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 attain knowledge
10 Do you do the following in your class?
NO D talking with and listening to other students YES NO
E memorizing conversation/dialogues YES NO
F getting information from guest speakers YES NO
G getting information from planned visits YES NO
H writing a learning diary YES NO
I learning about culture YES NO
11 Do you like learning from
A television/video/films? YES NO
12 When speaking, do you want to be corrected
A immediately, in front of everyone? YES NO
B later, at the end of the activity, in front of everyone? YES NO
C Later, in private? YES NO
13 Do you mind if the teachers tell you all your mistakes? YES NO
Do you mind if the teacher let you find your errors? YES NO
14 At home, do you like to learn English by
B reading newspapers in English? YES NO
C watching TV in English? YES NO
D using cassettes, CDs? YES NO
E studying English books? YES NO
15 How do you like to find out how much your English is improving?
A by written tasks set by the teacher?
B by seeing if you can use the language you have learnt in real-life situations?
Thank you very much for your co-operation!
Appendix 2: Survey questionnaire for teachers
This questionnaire is to investigate students‟ language learning style preferences at
Do Luong 2 High School, located in Nghe An Province, greatly values your assistance in completing the following items The information you provide will be immensely helpful and used exclusively for study purposes Thank you for your cooperation!
Please put a circle around your answer(s)
1 How many years have you been teaching English?
2 In class do they like learning English
A by yourself (alone)? YES NO
C in small groups? YES NO
D with the whole class? YES NO
A to study grammar? YES NO
B to learn many new words? YES NO
C to practice the sounds and pronunciation? YES NO
D to learn English words by seeing them? YES NO
E to learn English words by hearing them? YES NO
F to learn English words by doing something? YES NO
4 In English class, do they like to learn
B to listen to and use cassettes, or CDs.? YES NO
C to learn by games.? YES NO
D to learn by conversations ? YES NO
E to learn by pictures, films, and videos.? YES NO
F by copying from the board? YES NO
5 Could you please assess the role of learning styles in your students‟ success in learning
A very important B important C not important
6 What activities help they learn English best in class? (only choose one)
7 Do they do the following in your class?
NO D talking with and listening to other students YES NO
E memorizing conversation/dialogues YES NO
F getting information from guest speakers YES NO
G getting information from planned visits YES NO
H writing a learning diary YES NO
I learning about culture YES NO
8 Do they like learning from
A television/video/films? YES NO
9 When speaking, do they want to be corrected
A immediately, in front of everyone? YES NO
B later, at the end of the activity, in front of everyone? YES NO
C Later, in private? YES NO
10 Do they mind if you tell them all their mistakes? YES NO
Do they mind if you let them find their errors? YES NO
11 At home, do they like to learn English by
B reading newspapers in English? YES NO
C watching TV in English? YES NO
D using cassettes, CDs? YES NO
E studying English books? YES NO
12 How do they like to find out how much their English is improving?
A by written tasks set by you?
B by seeing if they can use the language you have learnt in real-life situations?
Thank you very much for your co-operation!
Appendix 3:Written test set by the teachers
Kiểm Tra Môn Tiếng Anh
( Th ờ i gian làm bài: 45 phút )
I Phonetics: Choose one word whose underlined part is pronounced differently Identify your answer by circling the corresponding letter A, B, C, or D
II Vocabulary and grammar: choose from the four options given (marked A,
B, C, B, C, or D) on best answer to complete the sentence by circling the corresponding letter A, B, C or D
6 His father stopped ……… 2 years ago
A smoke B smoked C smoking D to smoke
7 I felt asleep because the film was
8 Their sons like along the beach
9 If he doesn't do the exercises, he : get bad marks
10 Hamlet is a book was written by Shakespeare
11 If you……… in England , you would speak English better
A live B lives C had lived D lived
12 He in Pans for lo years, but now he is living in London
A has lived B lived C lives D had lived
13 is one of the most serious problems in Viet Nam
14 She is frightened going out in the dark
15 My brother is the tennis player in the club
A swimming B to swim C swim D swam
17 This picture is than the other two picture
A more expensive B the most expensive C expensive D most expensive
18 This is the house they used to live
A when B in which C who D where
A am studying B will have studied C am going to study D have studied
20 They are fed up with the same things everyday
A doing B having done C did D have done
21 This is the hotel we stayed last year
A that C which B in which D where
22 He has been writing this novel the last four months
23 He is reading the book with his great
24 I really enjoy playing tennis and
A go fishing B to go fishing C going fishing D to going fishing
25 Studying late at night me tired
A make B are making C makes D making
A watch B to watch C watched D watching
28 I'm afraid of alone in dark ,
A being left B left C leaving D to leave
29 She is proud of her
30 There are many ways to learn English vocabulary
III Reading: Read the following passage then answer questions Choose the correct answer by circling its corresponding letter A, B, C, or D
David wanted to buy a special Christmas gift for his mother, saving $2 a week from his $5 pocket money At the mall, he found a beautiful brooch shaped like his favorite animal, which cost $17 Excited, he purchased the brooch, wrapped it in Christmas paper, and placed it under the tree, eagerly anticipating his mother's reaction However, when she opened the present, she screamed in fright at the sight of a spider.
31 What's the main idea of the passage?
A Money at the bank B Bathe disadvantages of buying the present
C David's mother's present D David's present for his mother at Christmas
3 1 What did David want to buy for his mother ?
A a perfect gift B a beautiful brooch C a spider D a gold ring
32 What is TRUE about David?
A His father gave him $ 10 a week
B He placed the present on he table
C He wanted to buy a Christmas gin for his mother
D After five months, he took $20 out of his back account
33 The word ''it'' in line 5 refers to
C His mother's fright D a lovely animal
34 According to the author, his mother likes
B A long coat B jewelry C a small gift D a nice handbag
IV Writing: Choose from the alternatives given the best way to complete the sentence by circling the corresponding letter A, B, C, or §
35 She / bored / do / same thing / everyday
A She is bored with doing the same thing everyday
B She is bored at doing the same thing everyday
C She is bored of doing the same thing everyday
D She is bored doing the same thing everyday
36 The hotel / near / my house / nice
A The hotel what is near my house is nice ' B The hotel where is near my house is nice
C The hotel is near my house is nice D The hotel which is near my house is nice
37 English / spoken / many / countries / over the world
A It is English which is spoken in many countries over the world
B It is English is spoken in many countries over the world
C It is English spooking in many countries over the world
D It is English what is spoken in many countries over the world
38 She / fond / listen / pop music
A She is fond of listen to pop music B She is fond of to listen to pop music
C She is fond of listening to pop music D She is fond of listened to pop music
39 It / funny story / I've ever known
A It is the most funny story I've ever known B It is the funnier story I've ever known
C It is the funniest story I've ever known D It is funniest story I've ever known