VIETNAM NATIONAL UNIVERSITY – HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES & HUMANITIES FACULTY OF ENGLISH LINGUISTICS & LITERATURE THE IMPACT OF GENDER AND LEARNING ENVIRONMENT ON LEARNING STYLES OF UNDERGRADUATE STUDENTS LEARNING ENGLISH IN HO CHI MINH CITY A thesis submitted to the Faculty of English Linguistics & Literature in partial fulfilment of the Master‟s degree in TESOL By LƯU HỒNG ÂN Supervised by Đặng Tấn Tín, Ph.D HO CHI MINH CITY, SEPTEMBER 2015 ACKNOWLEDGEMENTS The completion of this master thesis is one of the most rewarding achievements that I have received in life I would like to take this opportunity to express my profound gratitude to all individuals who have provided their valuable assistance and supports Firstly, I would like to express my immense gratitude to my supervisor, Dr Đặng Tấn Tín, for his generosity of time, his profound knowledge and his assistance to me from the first step to the completion of this thesis I own my earnest thankfulness to students and teachers of Nguyen Tat Thanh University who have enthusiastically participated and created the supporting conditions to my study Also I would like to express my thanks to all my classmates at the University of Social Science and Humanity for their constant support and motivation, especially Miss Phuong Nam, Mrs Quynh Chi and Miss Nhu Quynh for their supporting ideas in the final stage of this thesis completion Notwithstanding all of the above support for this study, any errors or omissions are solely my own Last but not least, this thesis is dedicated to my parents without whom this work was impossible i STATEMENT OF AUTHORSHIP I declare this thesis entitled “THE IMPACT OF GENDER AND LEARNING ENVIRONMENT ON LEARNING STYLES OF UNDERGRADUATE STUDENTS LEARNING ENGLISH IN HO CHI MINH CITY” is the result of my own work except as cited in the reference I have used no other sources and aids other than those indicated All passages quoted from publications or paraphrased from these sources are indicated as such, i.e cited and/or attributed This thesis was not submitted in any form for another degree or diploma at any university or other institution of tertiary education Ho Chi Minh City, September 2015 Luu Hoang An ii RETENTION AND USE OF THE THESIS I hereby state that I, Luu Hoang An, being the candidate for the degree of Master of TESOL, accept the requirements of the University relating to the retention and use of Master‟s Theses deposited in the Library In terms of these conditions, I agree that the original of my thesis deposited in the Library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the library for the care, loan or reproduction of theses Ho Chi Minh City, September 2015 Luu Hoang An iii ABSTRACT This thesis is the study of learning styles in the relation to learning environments (inclass and out-of-class) and gender of EFL students in the context of Vietnam The study aims (1) to understand learning styles preferences among English-majored students at NTT University namely Visual, Auditory and Kinesthetic in class and out of class learning environments; (2) to discover the effect of gender in the identified learning styles preferences; and (3) to explore main reasons for shaping students‟ learning styles Using a mixed method design, the study ultetlized both qualitative and quantitative methods To attain the aims of the study, one questionnaire with 27 pairs of statements was adopted and developed from the Percaptual Learning Styles Questionniare of Reid (1987) Vaild reponses was received from 398 EFL undergraduate students majoring English at Nguyen Tat Thanh University The analyses of questionnaire indicated that there was significant different between between learning styles of EFL students when they are in class and when they are out of class In the light of this analysis, the in-class learning styles were more visiable and prefereable than the out-of-class one The patterns of learning styles in class was identified, in which Visual is the most dominant, then Kinethetic and Auditory On contrary to this, no pattern was dawn out from the out-of-class learning styles In the search of impacts of gender to learning styles, the findings from collected data showed that gender has no significant impact to students‟ learning styles In order to support and make the in-depth look at factors that meadiate students‟ learning styles, a structured and paper-based interview with five questions was conducted to seventeen students The findings revealed that VAK learning styles (Visual, Auditory, and Kiensthetic) of EFL learners were mainly affected by learning materials; nature of EFL learning elements; teachers and teaching methods; physical and social environments These findings call for teachers and learners to take more consideration to identify and provide suitable strategies for EFL learning in the context of Vietnam iv TABLE OF CONTENTS Contents Page ACKNOWLEDGEMENTS i STAMENT OF AUTHORSHIP ii RETENTION AND USE OF THE THESIS iii ABSTRACT iv TABLE OF CONTENTS v LIST OF TABLES x LIST OF FIGURES xii CHAPTER 1: INTRODUCTION 1.1 Background to the study 1.1.1 General context of the study 1.1.2 Specific context of the study 1.1.2.1 Vietnamese education and its EFL teaching 1.1.2.2 Description of Nguyen Tat Thanh University 1.1.2.3 Description of Faculty of Foreign Languages 1.2 Rationale of the study 1.3 Aims of the study 1.4 Research questions 1.5 Significance of the study 1.6 Delimitation of the study 1.7 Organization of the study CHAPTER 2: LITERATURE REVIEW 11 v 2.1 Definitions and basic characteristics of “styles” 11 2.1.1 Definitions 11 2.1.2 Styles - A mixed and controversial field 13 2.2 From styles to learning styles 14 2.2.1 Definitions 14 2.2.2 Some major models 17 2.2.2.1 Cognitive-centered approaches 19 2.2.2.2 Personality-centered approaches 35 2.2.2.3 Activity-centered approaches 36 2.2.3 Perceptual learning styles 37 2.2.3.1 Reid‟s learning styles preferences 38 2.2.3.2 VAK learning styles 42 2.2.3.2.1 Visual 45 2.2.3.2.2 Auditory 47 2.2.3.2.3 Kinesthetic 49 2.3 Gender and learning styles 51 2.4 Learning Environments 52 2.5 Conceptual framework of the study 56 CHAPTER 3: METHODOLOGY 58 3.1 Research questions 58 3.2 Research methods 58 3.3 Research design 59 3.3.1 Participants 59 3.3.2 Instruments 61 vi 3.4 Research procedure 64 3.4.1 Data collection procedure 64 3.4.2 Data analysis procedure 65 3.5 Chapter summary 68 CHAPTER 4: DATA ANALYSIS 69 4.1 Statistical results from questionnaires 69 4.1.1 Student‟s learning styles preference in different learning environments 69 4.1.1.1 Distribution of sample 69 4.1.1.2 The reliability of the questionnaire instrument 70 4.1.1.3 Learning styles in different learning environments 73 4.1.1.4 The learning styles trends within each learning environment 74 4.1.2 The impact of gender to students‟ learning styles preference 77 4.2 Results from interview questions 79 4.2.1 Mediating factors of students‟ learning styles preference 79 4.2.1.1 Mediating factors of Visual learning style 79 4.2.1.2 Mediating factors of Auditory learning style 81 4.2.1.3 Mediating factors of Kinesthetic learning style 82 4.2.2 Characteristics of students‟ ideal learning environments 84 4.3 Main findings 86 4.4 Chapter summary 87 CHAPTER 5: CONCLUSION 88 5.1 Discussion 88 5.2.1 The first research question 88 5.2.2 The second research question 90 vii 5.2.2 The third research question 90 5.2 Pedagogical suggestions 91 5.2.1 Suggestions for learners 91 5.2.2 Suggestions for teachers 92 5.3 Limitations 93 5.4 Recommendations for further research 94 5.5 Conclusion 95 REFERENCES 97 APPENDICES 106 APPENDIX 1: QUESTIONNAIRE OF THE SUTDY 106 APPENDIX 2: INTERVIEW SHEET OF THE SUTDY 116 APPENDIX 3: REID‟S PERCEPTUAL LEARNING STYLE PREFERENCE QUESTIONNAIRE (1987) 120 APPENDIX 4: DESCRIPTIVE STATISTIC OF 54 ITEMS OF QUESTIONNAIRE 127 APPENDIX 5: THE RELIABILITY TESTS OF EACH ITEM IN SIX GROUPS OF LEARNING STYLES 132 APPENDIX 6A: THE RELIABILITY TESTS OF IN-CLASS VISUAL GROUP (VISUAL1) 135 APPENDIX 6B: THE RELIABILITY TESTS OF IN-CLASS AUDITORY GROUP (AUDITORY1) 136 APPENDIX 6C: THE RELIABILITY TESTS OF IN-CLASS KINESTHETIC GROUP (KINESTHETIC1) 137 APPENDIX 6D: THE RELIABILITY TESTS OF OUT-OF-CLASS VISUAL GROUP (VISUAL2) 138 APPENDIX 6E: THE RELIABILITY TESTS OF OUT-OF-CLASS AUDITORY GROUP (AUDITORY2) 139 viii APPENDIX 6F: THE RELIABILITY TESTS OF OUT-OF-CLASS KINESTHETIC GROUP (KINESTHETIC2) 140 APPENDIX 7: INTERVIEW TRANSCRIBTION OF THE FIRST QUESTION 141 APPENDIX 8A: DESCRIPTIVE STATISTICS OF EACH ITEM VALUE IN INCLASS VISUAL GROUP (VISUAL1) 147 APPENDIX 8B: DESCRIPTIVE STATISTICS OF EACH ITEM VALUE IN INCLASS AUDITORY GROUP (AUDITORY1) 148 APPENDIX 8C: DESCRIPTIVE STATISTICS OF EACH ITEM VALUE IN INCLASS KINESTHETIC GROUP (KINESTHETIC1) 149 APPENDIX 8D: DESCRIPTIVE STATISTICS OF EACH ITEM VALUE IN OUTOF-CLASS VISUAL GROUP (VISUAL2) 150 APPENDIX 8E: DESCRIPTIVE STATISTICS OF EACH ITEM VALUE IN OUTOF-CLASS AUDITORY GROUP (AUDITORY2) 151 APPENDIX 8F: DESCRIPTIVE STATISTICS OF EACH ITEM VALUE IN OTOF-CLASS KINESTHETIC GROUP (KINESTHETIC2) 152 APPENDIX 9A: DESCRIPTIVE STATISTICS OF EACH ITEM IN IN-CLASS VISUAL GROUP (VISUAL1) ACCORDING TO GENDER 153 APPENDIX 9B: DESCRIPTIVE STATISTICS OF EACH ITEM IN IN-CLASS AUDITORY GROUP (AUDITORY1) ACCORDING TO GENDER 154 APPENDIX 9C: DESCRIPTIVE STATISTICS OF EACH ITEM IN IN-CLASS KINESTHETIC GROUP (KINESTHETIC1) ACCORDING TO GENDER 155 APPENDIX 9D: DESCRIPTIVE STATISTICS OF EACH ITEM IN OUT-OFCLASS VISUAL GROUP (VISUAL2) ACCORDING TO GENDER 156 APPENDIX 9E: DESCRIPTIVE STATISTICS OF EACH ITEM IN OUT-OFCLASS AUDITORY GROUP (AUDITORY2) ACCORDING TO GENDER 157 APPENDIX 9F: DESCRIPTIVE STATISTICS OF EACH ITEM IN OUT-OFCLASS KINESTHETIC (KINESTHETIC2) ACCORDING TO GENDER 158 ix INTERVIEW TRANSCRIBTION OF THE FIRST QUESTION (In English) Question 1: Do you prefer a learning environment which is well-supported with handouts, textbooks, pictures, charts, slides and diagrams, etc and Why? In a learning environment which is well-supported with handouts, textbooks, pictures, charts, slides and diagrams, etc., I feel more interested to learn because I can get the main points of that lesson, what teacher Student wants to deliver, both teaachers and students are more active in the matter of time to graruantee the lesson was fully taught With such equipments, I will pay more attention to lesson and understand difficult points or notions from the lessons Student Yes because the lesson will become easier to learn and more interesting Yes, the lesson will be more active when students are more interested and Student learn easier Yes because once supported with handouts, textbooks, pictures, charts, slides and diagrams, etc, the lesson will be more interesting and more Student attractive to students Students also concerntrate more to the lesson and private acitivities as well as no attending the lesson can be avoided Yes because once supported with handouts, textbooks, pictures, charts, slides and diagrams, etc, the lesson will be more interesting and more Student attractive to students Students also concerntrate more to the lesson and private acitivities as well as no attending the lesson can be avoided Student Yes because they help lesson easier to learn and more understandable Yes because at that time the lesson will be livelier and more attractive to Student students They can learn better, practice more exercises, and go through the lecture easier I like it I like to learn in the environment which is supported with Student handouts, textbooks, pictures, charts, slides and diagrams, etc it will help 144 students more active and learn the lesson better As a student, I want to learn in a classroom which is supported with handouts, textbooks, pictures, charts, slides and diagrams, etc for the Student following reasons: (1) easy to remember, (2) create the classroom atmosphere without boredom Yes because it is modern and help studetnts learn better and the lesson Student 10 become more active Yes because it helps students learn better and inspire them during learning Student 11 process Yes because in such environment, the classroom will be more active with Student 12 more participation from learners Yes if the classroom was supplied the above-mentioned instruments, the Student 13 classroom will be less boring, more active, easier to learn and provides longer memorization I realy like to learn in such environment because to me learning in such environment will help me to improve my learning competence I think Student 14 once pictures, charts, slides and diagrams, etc were included students will learn better with longer memory Of course yes, because the good conditions will support positively to learning process in terms of time and materials (for example of time will Student 15 help students prepare the lesson quicker, more reading books searching for materials, and desiging activities) It also illustrates the abstract notions I really like it be cause it is modern and we can learn better with more Student 16 active lesson Có, tơi dễ dàng theo dõi trình giảng dạy giáo viên có hổ trợ thiết bị tài liệu giúp thay đổi khơng khí học tập, mơi trường Student 17 học tập thu hút ý, tập trung sinh viên, học sinh thay đổi cách nhìn, quan điểm mơn học mà người học học 145 Yes because with the aid of these materials, it helps me can follow the lesson closer and better It also changes the classroom atmosphere, learning environment as well as improve the attention of students I can change attitudes and perspectives which students have to the subject 146 APPENDIX 8A DESCRIPTIVE STATISTICS OF EACH ITEM VALUE IN IN-CLASS VISUAL GROUP (VISUAL1) Statements Values strongly agree 2a1 When I speak English, I prefer to visualize key words in Agree Uncertain my minds (in-class) Disagree strongly disagree strongly agree 3a1 If I am not sure about the spelling of an English word, I Agree prefer to see the word in my mind and choose how to write it Uncertain disagree (in-class) strongly disagree strongly agree 4a1 In learning an English dialogue, I prefer to learn by agree visualizing characters or seeing illustrations in the textbook uncertain disagree (in-class) strongly disagree strongly agree agree 5a1 I often prefer English tests through printed papers, uncertain pictures or diagrams etc (in-class) disagree strongly disagree strongly agree agree 6a1 When I read an English text or story, I prefer to visualize the characters such as their faces, their body, their uncertain colors etc (in-class) disagree strongly disagree strongly agree 7a1 When I listen to an English audio or tape, I prefer to agree imagine the characters or objects or try to see the words in uncertain disagree my mind (in-class) strongly disagree strongly agree 8a1 When I write something in English, I prefer to see the agree words and the word structure in my mind first then write it uncertain disagree down on papers (in-class) strongly disagree strongly agree agree 9a1 If the high-tech devices are included in my EFL environment, I will prefer to learn with ones that provide uncertain interesting illustrations, pictures, charts etc (in-class) disagree strongly disagree 147 Count Column N % 138 34.7% 149 37.4% 74 18.6% 23 5.8% 14 3.5% 146 36.7% 108 27.1% 81 20.4% 50 12.6% 13 3.3% 132 33.2% 116 29.1% 93 23.4% 36 9.0% 21 5.3% 178 44.7% 134 33.7% 50 12.6% 21 5.3% 15 3.8% 111 27.9% 114 28.6% 102 25.6% 45 11.3% 26 6.5% 137 34.4% 157 39.4% 69 17.3% 21 5.3% 14 3.5% 151 37.9% 130 32.7% 84 21.1% 20 5.0% 13 3.3% 208 52.3% 106 26.6% 46 11.6% 24 6.0% 14 3.5% APPENDIX 8B DESCRIPTIVE STATISTICS OF EACH ITEM VALUE IN IN-CLASS AUDITORY GROUP (AUDITORY1) Statements Values strongly agree Agree 1b1 I prefer a learning environment which is well-supported with Uncertain discussion, audio tapes, CDs etc (in-class) Disagree strongly disagree strongly agree Agree 2b1 When I speak English, I prefer to listen carefully to the speaker‟s Uncertain voice and accents (in-class) Disagree strongly disagree strongly agree 3b1 If I am not sure about the spelling of an English word, I prefer to Agree think about how to pronounce the word first, then write it down (inUncertain Disagree class) strongly disagree strongly agree Agree 4b1 In learning an English dialogue, I prefer to learn by listening to Uncertain voices and intonations of characters (in-class) Disagree strongly disagree strongly agree Agree 5b1 I often prefer English tests through audio tapes, CDs, etc (in-class) Uncertain Disagree strongly disagree strongly agree 6b1 When I read an English text or story, I prefer to whisper the words Agree or sentences in the texts or stories or read them silently in my mind (in- Uncertain Disagree class) strongly disagree strongly agree 7b1 When I listen to an English audio or tape, I prefer to pay more Agree attention to the sounds, accents, tones or intonations of the tapes (inUncertain Disagree class) strongly disagree strongly agree 8b1 When I write something in English, I prefer to speak or pronounce Agree words or sentences to make sure of its spelling first then write it down Uncertain Disagree (in-class) strongly disagree strongly agree Agree 9b1 If the high-tech devices are included in my EFL environment, I will prefer to learn with ones with English songs, English conversations Uncertain or oral news etc (in-class) Disagree strongly disagree 148 Count 119 143 83 35 18 90 144 91 51 22 104 124 110 43 17 165 115 73 30 15 92 121 121 34 30 142 132 63 38 23 126 146 70 38 18 100 138 103 44 13 189 102 69 17 21 Column N % 29.9% 35.9% 20.9% 8.8% 4.5% 22.6% 36.2% 22.9% 12.8% 5.5% 26.1% 31.2% 27.6% 10.8% 4.3% 41.5% 28.9% 18.3% 7.5% 3.8% 23.1% 30.4% 30.4% 8.5% 7.5% 35.7% 33.2% 15.8% 9.5% 5.8% 31.7% 36.7% 17.6% 9.5% 4.5% 25.1% 34.7% 25.9% 11.1% 3.3% 47.5% 25.6% 17.3% 4.3% 5.3% APPENDIX 8C DESCRIPTIVE STATISTICS OF EACH ITEM VALUE IN IN-CLASS KINESTHETIC GROUP (KINESTHETIC1) Statements Values strongly agree agree 1c1 I prefer a learning environment which is well-supported with uncertain exercises, field trips, labs, games, practical sessions, etc (in-class) disagree strongly disagree strongly agree agree 2c1 When I speak English, I prefer to pay more attention to body uncertain language or how to express the ideas in English (in-class) disagree strongly disagree strongly agree agree 3c1 If I am not sure about the spelling of an English word, I prefer to uncertain look up the word immediately online or in a dictionary (in-class) disagree strongly disagree strongly agree agree 4c1 In learning an English dialogue, I prefer to learn by role playing uncertain characters in the dialogue or imagine their actions in your mind (in-class) disagree strongly disagree strongly agree agree 5c1 I often prefer English tests through group work, non-verbal uncertain interactions etc (in-class) disagree strongly disagree strongly agree 6c1 When I read an English text or story, I prefer to imagine how agree characters will act to each other or read aloud the words or highlight the uncertain disagree key words (in-class) strongly disagree strongly agree 8c1 When I write something in English, I prefer to enjoy my handagree writing and ideas without caring the correctness of all the words in text uncertain disagree (just pay attention to key words) (in-class) strongly disagree strongly agree agree 9c1 If the high-tech devices are included in my EFL environment, I will prefer to learn with ones with chat rooms, exercises, forums or social uncertain networks etc (in-class) disagree strongly disagree 149 Count 178 101 63 42 14 165 115 63 38 17 174 100 70 32 22 118 119 88 45 28 148 102 83 43 22 141 134 76 36 11 117 125 96 42 18 153 115 83 26 21 Column N % 44.7% 25.4% 15.8% 10.6% 3.5% 41.5% 28.9% 15.8% 9.5% 4.3% 43.7% 25.1% 17.6% 8.0% 5.5% 29.6% 29.9% 22.1% 11.3% 7.0% 37.2% 25.6% 20.9% 10.8% 5.5% 35.4% 33.7% 19.1% 9.0% 2.8% 29.4% 31.4% 24.1% 10.6% 4.5% 38.4% 28.9% 20.9% 6.5% 5.3% APPENDIX 8D DESCRIPTIVE STATISTICS OF EACH ITEM VALUE IN OUT-OF-CLASS VISUAL GROUP (VISUAL2) Statements Values strongly agree agree 2a2 When I speak English, I prefer to visualize key words in my uncertain minds (out-of-class) disagree strongly disagree strongly agree 3a2 If I am not sure about the spelling of an English word, I prefer to agree uncertain see the word in my mind and choose how to write it (out-of-class) disagree strongly disagree strongly agree agree 4a2 In learning an English dialogue, I prefer to learn by visualizing uncertain characters or seeing illustrations in the textbook (out-of-class) disagree strongly disagree strongly agree agree 5a2 I often prefer English tests through printed visualize the uncertain characters such as their faces, their body, their colors etc (out-of-class) disagree strongly disagree strongly agree agree 6a2 When I read an English text or story, I prefer to visualize the uncertain characters such as their faces, their body, their colors etc (out-of-class) disagree strongly disagree strongly agree agree 7a2 When I listen to an English audio or tape, I prefer to imagine the uncertain characters or objects or try to see the words in my mind (out-of-class) disagree strongly disagree strongly agree 8a2 When I write something in English, I prefer to see the words and agree the word structure in my mind first then write it down on papers (out- uncertain disagree of-class) strongly disagree strongly agree agree 9a2 If the high-tech devices are included in my EFL environment, I will prefer to learn with ones that provide interesting illustrations, uncertain pictures, charts etc (out-of-class) disagree strongly disagree 150 Count 111 126 101 43 17 97 128 81 66 26 94 120 101 53 30 139 90 101 38 30 90 121 97 48 42 106 138 95 44 15 92 133 109 43 21 147 117 64 38 32 Column N % 27.9% 31.7% 25.4% 10.8% 4.3% 24.4% 32.2% 20.4% 16.6% 6.5% 23.6% 30.2% 25.4% 13.3% 7.5% 34.9% 22.6% 25.4% 9.5% 7.5% 22.6% 30.4% 24.4% 12.1% 10.6% 26.6% 34.7% 23.9% 11.1% 3.8% 23.1% 33.4% 27.4% 10.8% 5.3% 36.9% 29.4% 16.1% 9.5% 8.0% APPENDIX 8E DESCRIPTIVE STATISTICS OF EACH ITEM VALUE IN OUT-OF-CLASS AUDITORY GROUP (AUDITORY2) Statements Values strongly agree agree 1b2 I prefer a learning environment which is well-supported uncertain with discussion, audio tapes, CDs etc (out-of-class) disagree strongly disagree strongly agree agree 2b2 When I speak English, I prefer to listen carefully to the uncertain speaker‟s voice and accents (out-of-class) disagree strongly disagree strongly agree 3b2 If I am not sure about the spelling of an English word, I agree prefer to think about how to pronounce the word first, then write uncertain disagree it down (out-of-class) strongly disagree strongly agree 4b2 In learning an English dialogue, I prefer to learn by listening agree uncertain to voices and intonations of characters (out-of-class) disagree strongly disagree strongly agree agree 5b2 I often prefer English tests through audio tapes, CDs, etc uncertain (out-of-class) disagree strongly disagree strongly agree 6b2 When I read an English text or story, I prefer to whisper the agree words or sentences in the texts or stories or read them silently in uncertain disagree my mind (out-of-class) strongly disagree strongly agree 7b2 When I listen to an English audio or tape, I prefer to pay agree more attention to the sounds, accents, tones or intonations of the uncertain disagree tapes (out-of-class) strongly disagree strongly agree 8b2 When I write something in English, I prefer to speak or agree pronounce words or sentences to make sure of its spelling first uncertain disagree then write it down (out-of-class) strongly disagree strongly agree 9b2 If the high-tech devices are included in my EFL agree environment, I will prefer to learn with ones with English songs, uncertain disagree English conversations or oral news etc (out-of-class) strongly disagree 151 Count 71 143 98 58 28 69 123 127 54 25 74 122 116 56 30 130 107 85 53 23 67 118 116 57 40 109 121 88 51 29 113 134 93 42 16 76 116 117 61 28 145 106 82 42 23 Column N % 17.8% 35.9% 24.6% 14.6% 7.0% 17.3% 30.9% 31.9% 13.6% 6.3% 18.6% 30.7% 29.1% 14.1% 7.5% 32.7% 26.9% 21.4% 13.3% 5.8% 16.8% 29.6% 29.1% 14.3% 10.1% 27.4% 30.4% 22.1% 12.8% 7.3% 28.4% 33.7% 23.4% 10.6% 4.0% 19.1% 29.1% 29.4% 15.3% 7.0% 36.4% 26.6% 20.6% 10.6% 5.8% APPENDIX 8F DESCRIPTIVE STATISTICS OF EACH ITEM VALUE IN OT-OF-CLASS KINESTHETIC GROUP (KINESTHETIC2) Statements Values strongly agree 1c2 I prefer a learning environment which is well-supported agree with exercises, field trips, labs, games, practical sessions, etc uncertain disagree (out-of-class) strongly disagree strongly agree 2c2 When I speak English, I prefer to pay more attention to agree body language or how to express the ideas in English (out-ofuncertain disagree class) strongly disagree strongly agree 3c2 If I am not sure about the spelling of an English word, I agree prefer to look up the word immediately online or in a dictionary uncertain disagree (out-of-class) strongly disagree strongly agree 4c2 In learning an English dialogue, I prefer to learn by role agree playing characters in the dialogue or imagine their actions in uncertain disagree your mind (out-of-class) strongly disagree strongly agree 5c2 I often prefer English tests through group work, non-verbal agree uncertain interactions etc (out-of-class) disagree strongly disagree strongly agree 6c2 When I read an English text or story, I prefer to imagine agree how characters will act to each other or read aloud the words or uncertain disagree highlight the key words (out-of-class) strongly disagree strongly agree 7c2 When I listen to an English audio or tape, I prefer to take agree notes of the key words or write the whole sentences or repeat uncertain after the voice from the tape or imagine the actions in the tape disagree (out-of-class) strongly disagree strongly agree agree 9c2 If the high-tech devices are included in my EFL environment, I will prefer to learn with ones with chat rooms, uncertain exercises, forums or social networks etc (out-of-class) disagree strongly disagree 152 Count Column N % 139 34.9% 105 26.4% 70 17.6% 61 15.3% 23 5.8% 136 34.2% 115 28.9% 72 18.1% 44 11.1% 31 7.8% 139 34.9% 96 24.1% 79 19.8% 50 12.6% 34 8.5% 100 25.1% 96 24.1% 97 24.4% 69 17.3% 36 9.0% 116 29.1% 91 22.9% 87 21.9% 67 16.8% 37 9.3% 105 26.4% 122 30.7% 92 23.1% 53 13.3% 26 6.5% 91 22.9% 114 28.6% 105 26.4% 62 15.6% 26 6.5% 139 34.9% 91 22.9% 92 23.1% 54 13.6% 22 5.5% APPENDIX 9A DESCRIPTIVE STATISTICS OF EACH ITEM IN IN-CLASS VISUAL GROUP (VISUAL1) ACCORDING TO GENDER Statements 2a1 When I speak English, I prefer to visualize key words in my minds (inclass) 3a1 If I am not sure about the spelling of an English word, I prefer to see the word in my mind and choose how to write it (in-class) 4a1 In learning an English dialogue, I prefer to learn by visualizing characters or seeing illustrations in the textbook (in-class) 5a1 I often prefer English tests through printed papers, pictures or diagrams etc (in-class) 6a1 When I read an English text or story, I prefer to visualize the characters such as their faces, their body, their colors etc (in-class) 7a1 When I listen to an English audio or tape, I prefer to imagine the characters or objects or try to see the words in my mind (in-class) 8a1 When I write something in English, I prefer to see the words and the word structure in my mind first then write it down on papers (in-class) 9a1 If the high-tech devices are included in my EFL environment, I will prefer to learn with ones that provide interesting illustrations, pictures, charts etc (in-class) Values strongly agree agree uncertain disagree strongly disagree strongly agree agree uncertain disagree strongly disagree strongly agree agree uncertain disagree strongly disagree strongly agree agree uncertain disagree strongly disagree strongly agree agree uncertain disagree strongly disagree strongly agree agree uncertain disagree strongly disagree strongly agree agree uncertain disagree strongly disagree strongly agree agree uncertain disagree strongly disagree 153 Gender Male Female Count Column N % Count Column N % 35 31.8% 103 35.8% 37 33.6% 112 38.9% 25 22.7% 49 17.0% 7.3% 15 5.2% 4.5% 3.1% 39 35.5% 107 37.2% 29 26.4% 79 27.4% 23 20.9% 58 20.1% 14 12.7% 36 12.5% 4.5% 2.8% 32 29.1% 100 34.7% 31 28.2% 85 29.5% 29 26.4% 64 22.2% 11 10.0% 25 8.7% 6.4% 14 4.9% 37 33.6% 141 49.0% 48 43.6% 86 29.9% 12 10.9% 38 13.2% 6.4% 14 4.9% 5.5% 3.1% 27 24.5% 84 29.2% 27 24.5% 87 30.2% 32 29.1% 70 24.3% 16 14.5% 29 10.1% 7.3% 18 6.2% 43 39.1% 94 32.6% 41 37.3% 116 40.3% 16 14.5% 53 18.4% 3.6% 17 5.9% 5.5% 2.8% 33 30.0% 118 41.0% 35 31.8% 95 33.0% 25 22.7% 59 20.5% 10 9.1% 10 3.5% 6.4% 2.1% 53 48.2% 155 53.8% 34 30.9% 72 25.0% 10 9.1% 36 12.5% 8.2% 15 5.2% 3.6% 10 3.5% APPENDIX 9B DESCRIPTIVE STATISTICS OF EACH ITEM IN IN-CLASS AUDITORY GROUP (AUDITORY1) ACCORDING TO GENDER Statements Values strongly agree 1b1 I prefer a learning environment which is wellagree supported with discussion, audio tapes, CDs etc (inuncertain disagree class) strongly disagree strongly agree 2b1 When I speak English, I prefer to listen carefully to agree uncertain the speaker‟s voice and accents (in-class) disagree strongly disagree strongly agree 3b1 If I am not sure about the spelling of an English agree word, I prefer to think about how to pronounce the word uncertain disagree first, then write it down (in-class) strongly disagree strongly agree 4b1 In learning an English dialogue, I prefer to learn by agree listening to voices and intonations of characters (inuncertain disagree class) strongly disagree strongly agree agree 5b1 I often prefer English tests through audio tapes, uncertain CDs, etc (in-class) disagree strongly disagree strongly agree 6b1 When I read an English text or story, I prefer to agree whisper the words or sentences in the texts or stories or uncertain disagree read them silently in my mind (in-class) strongly disagree strongly agree 7b1 When I listen to an English audio or tape, I prefer agree to pay more attention to the sounds, accents, tones or uncertain disagree intonations of the tapes (in-class) strongly disagree strongly agree 8b1 When I write something in English, I prefer to agree speak or pronounce words or sentences to make sure of uncertain disagree its spelling first then write it down (in-class) strongly disagree strongly agree 9b1 If the high-tech devices are included in my EFL agree environment, I will prefer to learn with ones with uncertain English songs, English conversations or oral news etc disagree (in-class) strongly disagree 154 Count 32 44 13 12 20 45 20 16 27 33 37 10 44 28 24 10 23 33 30 14 10 35 42 14 14 37 41 12 11 28 37 30 13 43 29 25 Gender Male Female Column N % Count Column N % 29.1% 87 30.2% 40.0% 99 34.4% 11.8% 70 24.3% 10.9% 23 8.0% 8.2% 3.1% 18.2% 70 24.3% 40.9% 99 34.4% 18.2% 71 24.7% 14.5% 35 12.2% 8.2% 13 4.5% 24.5% 77 26.7% 30.0% 91 31.6% 33.6% 73 25.3% 9.1% 33 11.5% 2.7% 14 4.9% 40.0% 121 42.0% 25.5% 87 30.2% 21.8% 49 17.0% 9.1% 20 6.9% 3.6% 11 3.8% 20.9% 69 24.0% 30.0% 88 30.6% 27.3% 91 31.6% 12.7% 20 6.9% 9.1% 20 6.9% 31.8% 107 37.2% 38.2% 90 31.2% 12.7% 49 17.0% 12.7% 24 8.3% 4.5% 18 6.2% 33.6% 89 30.9% 37.3% 105 36.5% 10.9% 58 20.1% 10.0% 27 9.4% 8.2% 3.1% 25.5% 72 25.0% 33.6% 101 35.1% 27.3% 73 25.3% 11.8% 31 10.8% 1.8% 11 3.8% 39.1% 146 50.7% 26.4% 73 25.3% 22.7% 44 15.3% 5.5% 11 3.8% 6.4% 14 4.9% APPENDIX 9C DESCRIPTIVE STATISTICS OF EACH ITEM IN IN-CLASS KINESTHETIC GROUP (KINESTHETIC1) ACCORDING TO GENDER Statements Values strongly agree 1c1 I prefer a learning environment which is wellagree supported with exercises, field trips, labs, games, uncertain disagree practical sessions, etc (in-class) strongly disagree strongly agree 2c1 When I speak English, I prefer to pay more attention agree to body language or how to express the ideas in English uncertain disagree (in-class) strongly disagree strongly agree 3c1 If I am not sure about the spelling of an English agree word, I prefer to look up the word immediately online or uncertain disagree in a dictionary (in-class) strongly disagree strongly agree 4c1 In learning an English dialogue, I prefer to learn by agree role playing characters in the dialogue or imagine their uncertain disagree actions in your mind (in-class) strongly disagree strongly agree agree 5c1 I often prefer English tests through group work, uncertain non-verbal interactions etc (in-class) disagree strongly disagree strongly agree 6c1 When I read an English text or story, I prefer to agree imagine how characters will act to each other or read uncertain disagree aloud the words or highlight the key words (in-class) strongly disagree 8c1 When I write something in English, I prefer to enjoy strongly agree my hand-writing and ideas without caring the correctness agree uncertain of all the words in text (just pay attention to key words) disagree (in-class) strongly disagree strongly agree 9c1 If the high-tech devices are included in my EFL agree environment, I will prefer to learn with ones with chat uncertain rooms, exercises, forums or social networks etc (indisagree class) strongly disagree 155 Count 53 23 16 12 47 27 21 46 30 17 28 29 23 19 11 47 28 18 13 37 37 24 35 34 26 13 43 30 21 Gender Male Female Column N % Count Column N % 48.2% 125 43.4% 20.9% 78 27.1% 14.5% 47 16.3% 10.9% 30 10.4% 5.5% 2.8% 42.7% 118 41.0% 24.5% 88 30.6% 19.1% 42 14.6% 8.2% 29 10.1% 5.5% 11 3.8% 41.8% 128 44.4% 27.3% 70 24.3% 15.5% 53 18.4% 8.2% 23 8.0% 7.3% 14 4.9% 25.5% 90 31.2% 26.4% 90 31.2% 20.9% 65 22.6% 17.3% 26 9.0% 10.0% 17 5.9% 42.7% 101 35.1% 25.5% 74 25.7% 16.4% 65 22.6% 11.8% 30 10.4% 3.6% 18 6.2% 33.6% 104 36.1% 33.6% 97 33.7% 21.8% 52 18.1% 8.2% 27 9.4% 2.7% 2.8% 31.8% 82 28.5% 30.9% 91 31.6% 23.6% 70 24.3% 11.8% 29 10.1% 1.8% 16 5.6% 39.1% 110 38.2% 27.3% 85 29.5% 19.1% 62 21.5% 8.2% 17 5.9% 6.4% 14 4.9% APPENDIX 9D DESCRIPTIVE STATISTICS OF EACH ITEM IN OUT-OF-CLASS VISUAL GROUP (VISUAL2) ACCORDING TO GENDER Statements 2a2 When I speak English, I prefer to visualize key words in my minds (out-ofclass) 3a2 If I am not sure about the spelling of an English word, I prefer to see the word in my mind and choose how to write it (out-ofclass) 4a2 In learning an English dialogue, I prefer to learn by visualizing characters or seeing illustrations in the textbook (out-of-class) 5a2 I often prefer English tests through printed visualize the characters such as their faces, their body, their colors etc (out-ofclass) 6a2 When I read an English text or story, I prefer to visualize the characters such as their faces, their body, their colors etc (outof-class) 7a2 When I listen to an English audio or tape, I prefer to imagine the characters or objects or try to see the words in my mind (out-of-class) 8a2 When I write something in English, I prefer to see the words and the word structure in my mind first then write it down on papers (out-of-class) 9a2 If the high-tech devices are included in my EFL environment, I will prefer to learn with ones that provide interesting illustrations, pictures, charts etc (out-ofclass) Values strongly agree agree uncertain disagree strongly disagree strongly agree agree uncertain disagree strongly disagree strongly agree agree uncertain disagree strongly disagree strongly agree agree uncertain disagree strongly disagree strongly agree agree uncertain disagree strongly disagree strongly agree agree uncertain disagree strongly disagree strongly agree agree uncertain disagree strongly disagree strongly agree agree uncertain disagree strongly disagree 156 Count 35 29 29 14 23 38 21 22 25 31 26 18 10 30 21 32 18 25 32 31 11 11 35 33 24 15 22 29 35 14 10 38 32 18 12 10 Gender Male Female Column N % Count Column N % 31.8% 76 26.4% 26.4% 97 33.7% 26.4% 72 25.0% 12.7% 29 10.1% 2.7% 14 4.9% 20.9% 74 25.7% 34.5% 90 31.2% 19.1% 60 20.8% 20.0% 44 15.3% 5.5% 20 6.9% 22.7% 69 24.0% 28.2% 89 30.9% 23.6% 75 26.0% 16.4% 35 12.2% 9.1% 20 6.9% 27.3% 109 37.8% 19.1% 69 24.0% 29.1% 69 24.0% 16.4% 20 6.9% 8.2% 21 7.3% 22.7% 65 22.6% 29.1% 89 30.9% 28.2% 66 22.9% 10.0% 37 12.8% 10.0% 31 10.8% 31.8% 71 24.7% 30.0% 105 36.5% 21.8% 71 24.7% 13.6% 29 10.1% 2.7% 12 4.2% 20.0% 70 24.3% 26.4% 104 36.1% 31.8% 74 25.7% 12.7% 29 10.1% 9.1% 11 3.8% 34.5% 109 37.8% 29.1% 85 29.5% 16.4% 46 16.0% 10.9% 26 9.0% 9.1% 22 7.6% APPENDIX 9E DESCRIPTIVE STATISTICS OF EACH ITEM IN OUT-OF-CLASS AUDITORY GROUP (AUDITORY2) ACCORDING TO GENDER Statements Values strongly agree 1b2 I prefer a learning environment which is wellagree supported with discussion, audio tapes, CDs etc uncertain disagree (out-of-class) strongly disagree strongly agree 2b2 When I speak English, I prefer to listen agree carefully to the speaker‟s voice and accents (out-of- uncertain disagree class) strongly disagree strongly agree 3b2 If I am not sure about the spelling of an English agree word, I prefer to think about how to pronounce the uncertain disagree word first, then write it down (out-of-class) strongly disagree strongly agree 4b2 In learning an English dialogue, I prefer to learn agree by listening to voices and intonations of characters uncertain disagree (out-of-class) strongly disagree strongly agree agree 5b2 I often prefer English tests through audio tapes, uncertain CDs, etc (out-of-class) disagree strongly disagree strongly agree 6b2 When I read an English text or story, I prefer to agree whisper the words or sentences in the texts or stories uncertain disagree or read them silently in my mind (out-of-class) strongly disagree strongly agree 7b2 When I listen to an English audio or tape, I agree prefer to pay more attention to the sounds, accents, uncertain disagree tones or intonations of the tapes (out-of-class) strongly disagree strongly agree 8b2 When I write something in English, I prefer to agree speak or pronounce words or sentences to make sure uncertain of its spelling first then write it down (out-of-class) disagree strongly disagree 9b2 If the high-tech devices are included in my EFL strongly agree agree environment, I will prefer to learn with ones with uncertain English songs, English conversations or oral news disagree etc (out-of-class) strongly disagree 157 Count 17 46 24 14 16 25 41 18 10 18 30 40 16 36 25 21 20 13 35 35 19 33 29 25 14 30 45 18 14 23 28 33 14 12 36 32 23 15 Gender Male Female Column N % Count Column N % 15.5% 54 18.8% 41.8% 97 33.7% 21.8% 74 25.7% 12.7% 44 15.3% 8.2% 19 6.6% 14.5% 53 18.4% 22.7% 98 34.0% 37.3% 86 29.9% 16.4% 36 12.5% 9.1% 15 5.2% 16.4% 56 19.4% 27.3% 92 31.9% 36.4% 76 26.4% 14.5% 40 13.9% 5.5% 24 8.3% 32.7% 94 32.6% 22.7% 82 28.5% 19.1% 64 22.2% 18.2% 33 11.5% 7.3% 15 5.2% 11.8% 54 18.8% 31.8% 83 28.8% 31.8% 81 28.1% 17.3% 38 13.2% 7.3% 32 11.1% 30.0% 76 26.4% 26.4% 92 31.9% 22.7% 63 21.9% 12.7% 37 12.8% 8.2% 20 6.9% 27.3% 83 28.8% 40.9% 89 30.9% 16.4% 75 26.0% 12.7% 28 9.7% 2.7% 13 4.5% 20.9% 53 18.4% 25.5% 88 30.6% 30.0% 84 29.2% 12.7% 47 16.3% 10.9% 16 5.6% 32.7% 109 37.8% 29.1% 74 25.7% 20.9% 59 20.5% 13.6% 27 9.4% 3.6% 19 6.6% APPENDIX 9F DESCRIPTIVE STATISTICS OF EACH ITEM IN OUT-OF-CLASS KINESTHETIC GROUP (KINESTHETIC2) ACCORDING TO GENDER Statements Values strongly agree 1c2 I prefer a learning environment which is well- agree supported with exercises, field trips, labs, games, uncertain disagree practical sessions, etc (out-of-class) strongly disagree strongly agree 2c2 When I speak English, I prefer to pay more agree attention to body language or how to express the uncertain disagree ideas in English (out-of-class) strongly disagree strongly agree 3c2 If I am not sure about the spelling of an agree English word, I prefer to look up the word uncertain immediately online or in a dictionary (out-of-class) disagree strongly disagree strongly agree 4c2 In learning an English dialogue, I prefer to agree learn by role playing characters in the dialogue or uncertain disagree imagine their actions in your mind (out-of-class) strongly disagree strongly agree agree 5c2 I often prefer English tests through group uncertain work, non-verbal interactions etc (out-of-class) disagree strongly disagree 6c2 When I read an English text or story, I prefer to strongly agree agree imagine how characters will act to each other or uncertain read aloud the words or highlight the key words disagree (out-of-class) strongly disagree 7c2 When I listen to an English audio or tape, I prefer to strongly agree agree take notes of the key words or write the whole sentences uncertain or repeat after the voice from the tape or imagine the disagree actions in the tape (out-of-class) strongly disagree strongly agree 9c2 If the high-tech devices are included in my agree EFL environment, I will prefer to learn with ones uncertain with chat rooms, exercises, forums or social disagree networks etc (out-of-class) strongly disagree 158 Count 45 23 18 16 40 21 22 16 11 46 30 17 31 29 18 21 11 43 19 19 22 32 26 26 20 19 29 35 19 34 25 27 18 Gender Male Female Column N % Count Column N % 40.9% 94 32.6% 20.9% 82 28.5% 16.4% 52 18.1% 14.5% 45 15.6% 7.3% 15 5.2% 36.4% 96 33.3% 19.1% 94 32.6% 20.0% 50 17.4% 14.5% 28 9.7% 10.0% 20 6.9% 41.8% 128 44.4% 27.3% 70 24.3% 15.5% 53 18.4% 8.2% 23 8.0% 7.3% 14 4.9% 28.2% 69 24.0% 26.4% 67 23.3% 16.4% 79 27.4% 19.1% 48 16.7% 10.0% 25 8.7% 39.1% 73 25.3% 17.3% 72 25.0% 17.3% 68 23.6% 20.0% 45 15.6% 6.4% 30 10.4% 29.1% 73 25.3% 23.6% 96 33.3% 23.6% 66 22.9% 18.2% 33 11.5% 5.5% 20 6.9% 17.3% 72 25.0% 26.4% 85 29.5% 31.8% 70 24.3% 17.3% 43 14.9% 7.3% 18 6.2% 30.9% 105 36.5% 22.7% 66 22.9% 24.5% 65 22.6% 16.4% 36 12.5% 5.5% 16 5.6% ... Listening and memorization by heart are the main methods of their learning (Dang, 2012) In other words, the teacher-centeredness are still dominant in the practice of classroom teaching and learning. .. in their learning As a result, they can make clear of which learning conditions, methods and environments are appropriate for themselves Being more and more motivated in this way, learners can... teaching -learning process For Vietnamese teachers, understanding learning styles could avoid the mismatch between teaching methods and students? ?? need as well as teaching styles and learning styles