a study on learning styles of efl learners in clt method the case of peoples police college ii

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LAC HONG UNIVERSITY

NGUYEN THI TRANG

A STUDY ON LEARNING STYLES OF EFL LEARNERS IN CLT METHOD: THE CASE OF PEOPLE'S POLICE COLLEGE II

MASTER GRADUATION PROJECT IN ENGLISH LANGUAGE

DONG NAI, 2024

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LAC HONG UNIVERSITY

NGUYEN THI TRANG

A STUDY ON LEARNING STYLES OF EFL LEARNERS IN CLT METHOD: THE CASE OF PEOPLE'S POLICE COLLEGE II

MASTER GRADUATION PROJECT

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1.2.1.1. Concepts of Reid's Theory ... 6

1.2.1.2. Characteristics of Reid's Theory ... 7

1.2.2. Gardner’s Theory ... 7

1.2.2.1. Concepts of Gardner’s Theory ... 7

1.2.2.2. Characteristics of Gardner's Theory ... 8

1.3. Communicative Language Teaching (CLT) ... 9

1.3.1. Concepts of Communicative Language Teaching ... 9

1.3.2. Teacher’s and Students’ Roles ... 10

1.3.3. Assessment ... 11

1.4. Previous Studies ... 12

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1.4.1. Adoping Reid's Theory ... 12

CHAPTER 3: FINDINGS AND DISCUSSIONS ... 27

3.1. Student Survey Results ... 27

3.1.1. Overview of the Research Sample ... 27

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3.1.3.3. Learning Listening Skills ... 42

3.1.3.4. Learning Speaking Skills ... 43

3.1.3.5. Learning Reading Comprehension Skills ... 44

3.1.3.6. Learning Writing Skills ... 45

3.1.4. Identify the type of Intelligence ... 45

3.1.5. Results of English learning after applying the CLT method ... 59

3.2. Teacher Survey Results ... 60

3.2.1. Overview of the Research Sample ... 60

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3.2.3.3. Learning Listening Skills ... 72

3.2.3.4. Learning Speaking Skills ... 72

3.2.3.5. Learning Reading Comprehension Skills ... 73

3.2.3.6. Learning Writing Skills ... 74

3.2.4. Identify the type of Intelligence ... 74

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ACKNOWLEDGEMENT

First and foremost, I would like to express my deepest gratitude to the esteemed faculty of Lac Hong University for their tireless efforts in imparting invaluable knowledge and experience in English language major. Their enthusiastic guidance has equipped me with the essential building blocks to undertake this graduate project. In particular, I am profoundly indebted to my supervisors, Ly Ngoc Toan, Ph.D and Nguyen Thi Chau Anh, Ph.D for their constant support and invaluable advice throughout my project. Despite their busy schedules, they have always made time to provide me with insightful feedback and correction of errors, enabling me to refine my work. I am truly grateful for their unwavering dedication.

Besides this, I extend my sincere thanks to the Director of the Foreign Languages and Informatics Faculty at People's Police College II. He kindly permitted me to select the student participants that were imperative for this experimental study, for which I am extremely appreciative.

Furthermore, I sincerely thank the 300 students from People's Police College II who voluntarily participated in this study. Their contributions were fundamental to the completion of this research, and I greatly value the time they devoted to partaking in this project. This acknowledgement sincerely encapsulates my utmost gratitude to all those who supported the undertaking and fulfillment of this research endeavor. Their assistance facilitated the comprehensive development and fruition of this project. I could not have completed this work without the guidance, expertise, time, and effort extended to me by my supervisor, colleagues, students, and institution.

Last but certainly not least, despite best efforts, I humbly acknowledge imperfections remain due to limited time and ability. However, I earnestly welcome constructive critiques to improve this work. It has been an honor to learn from distinguished scholars, and I hope this research contributes to the esteemed institution's prestigious legacy.

Dong Nai, January, 2024

Author

Nguyen Thi Trang

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ABSTRACT

This project aims to investigate the learning styles of English learners utilizing the Communicative Language Teaching (henceforth CLT) method at People's Police College II, and propose teaching approaches tailored to students' preferred learning styles. The theoretical framework draws on theories of learning styles and multiple intelligences proposed by education scholars such as Reid and Howard Gardner. The research employs a quantitative survey methodology, with 300 students across 13 classes of the K03S course surveyed, including 06 classes of Police Officer of Administrative Management on Social Order (QLHC1, QLHC2, QLHC3, QLHC4, QLHC5, QLHC6) and 07 classes of Police Reconnaissance (TSCS1, TSCS2, TSCS3, TSCS4, TSCS5, TSCS6, TSCS7). Additionally, 07 teachers who are teaching these 300 students in English classes participated. The questionnaire focuses on five key areas: i) respondent demographics; ii) identification of student learning styles; iii) preferred learning styles; iv) student intelligence types; and v) English learning outcomes before and after CLT implementation. Descriptive statistics and frequency statistics provide the primary analytical methods. The findings reveal students prefer visual learning styles for vocabulary, kinesthetic for grammar and speaking, auditory for listening, and individual styles for reading comprehension and writing. All 07 teachers and 300 students surveyed indicate the CLT method positively impacted learning outcomes. The project recommends teaching approaches tailored to preferred learning styles, including: visual aids for vocabulary, role-playing for speaking and grammar, native speaker recordings for listening, and a blend of individual and group exercises for reading and writing. Project limitations include a small sample size from a single institution. Further multi-institutional research across various academic settings with larger sample sizes could strengthen the generalizability of the findings and teaching recommendations.

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THE RECOGNIZANCE FOR NON-PLAGIARISM

I, Nguyen Thi Trang, do hereby certify that this graduation project titled “A

Study on learning styles of EFL learners in CLT method: The case of People's Police College II” is my own original work that I independently researched and

authored. All data, analysis, findings, conclusions, and other content presented in this thesis are based solely on my own academic research and have not been used for any other thesis, dissertation, publication, or degree qualification of the same level previously. This is to guarantee that the entirety of this thesis represents my own scholarship and ideas, conducted ethically and transparently. I take full accountability for the originality and authenticity of the knowledge produced and shared through this academic work. This guarantee is made in good faith on the date of submission.

Dong Nai, January, 2024

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LIST OF FIGURES

Figure 2.1 Proposed Research Model ... 16 Figure 3.1. Comparing CLT use in two stages ... 60 Figure 3.2. Results of English teaching after applying the CLT method ... 87

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LIST OF TABLES

Table 1.1. Eight types of Human Intelligence ... 9

Table 1.2. Teacher's and Student's Roles ... 11

Table 2.1. Sampling rate of Students ... 20

Table 2.2. Sampling rate of Teachers ... 21

Table 2.3. The questionnaire for Students ... 22

Table 2.4. The questionnaire for Teachers ... 23

Table 2.5. Data description for Students ... 24

Table 2.6. Data Description for Teachers ... 25

Table 3.1. Genders in the Survey ... 27

Table 3.2. Age ... 27

Table 3.3. Class name ... 28

Table 3.4. Descriptive statistics on determining students' learning styles ... 29

Table 3.23. Descriptive statistics on students' preferred learning styles ... 39

Table 3.24. Learning Vocabulary ... 40

Table 3.25. Learning Grammar ... 41

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Table 3.26. Learning Listening Skills ... 42

Table 3.27. Learning Speaking Skills ... 43

Table 3.28. Learning Reading Comprehension Skills ... 44

Table 3.29. Learning Writing Skills ... 45

Table 3.30. Linguistic Intelligence 1 ... 46

Table 3.31. Linguistic Intelligence 2 ... 46

Table 3.32. Linguistic Intelligence 3 ... 47

Table 3.33. Logical mathematical Intelligence 1 ... 48

Table 3.34. Logical mathematical Intelligence 2 ... 48

Table 3.35. Logical mathematical Intelligence 3 ... 49

Table 3.36. Spatial Intelligence 1 ... 50

Table 3.37. Spatial Intelligence 2 ... 50

Table 3.38. Spatial Intelligence 3 ... 50

Table 3.39. Bodily Kinesthetic Intelligence 1 ... 51

Table 3.40. Bodily Kinesthetic Intelligence 2 ... 52

Table 3.41. Bodily Kinesthetic Intelligence 3 ... 52

Table 3.42. Musical Intelligence 1 ... 53

Table 3.43. Musical Intelligence 2 ... 53

Table 3.44. Musical Intelligence 3 ... 54

Table 3.45. Interpersonal Intelligence 1 ... 55

Table 3.46. Interpersonal Intelligence 2 ... 55

Table 3.47. Interpersonal Intelligence 3 ... 56

Table 3.48. Intrapersonal Intelligence 1 ... 56

Table 3.49. Intrapersonal Intelligence 2 ... 57

Table 3.50. Intrapersonal Intelligence 3 ... 57

Table 3.51. Naturalist Intelligence 1 ... 58

Table 3.52. Naturalist Intelligence 2 ... 58

Table 3.53. Naturalist Intelligence 3 ... 59

Table 3.54. Gender of teachers ... 60

Table 3.55. Age of teachers ... 60

Table 3.56. Statistics Describing Students' Learning Styles ... 61

Table 3.57. Visual 1 ... 62

Table 3.58. Visual 2 ... 62

Table 3.59. Visual 3 ... 63

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Table 3.75. Learning Vocabulary ... 71

Table 3.76. Learning Grammar ... 71

Table 3.77. Learning Listening Skills ... 72

Table 3.78. Learning Speaking Skills ... 72

Table 3.79. Learning Reading Comprehension Skills ... 73

Table 3.80. Learning Writing Skills ... 74

Table 3.81. Linguistic Intelligence 1 ... 74

Table 3.82. Linguistic Intelligence 2 ... 75

Table 3.83. Linguistic Intelligence 3 ... 75

Table 3.84. Logical Mathematical Intelligence 1 ... 76

Table 3.85. Logical Mathematical Intelligence 2 ... 76

Table 3.86. Logical mathematical Intelligence 3 ... 77

Table 3.87. Spatial Intelligence 1 ... 77

Table 3.88. Spatial Intelligence 2 ... 78

Table 3.89. Spatial Intelligence 3 ... 78

Table 3.90. Bodily Kinesthetic Intelligence 1 ... 79

Table 3.91. Bodily Kinesthetic Intelligence 2 ... 79

Table 3.92. Bodily Kinesthetic Intelligence 3 ... 80

Table 3.93. Musical Intelligence 1 ... 80

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Table 3.94. Musical Intelligence 2 ... 81

Table 3.95. Musical Intelligence 3 ... 81

Table 3.96. Interpersonal Intelligence 1 ... 82

Table 3.97. Interpersonal Intelligence 2 ... 83

Table 3.98. Interpersonal Intelligence 3 ... 83

Table 3.99. Intrapersonal Intelligence 1 ... 84

Table 3.100. Intrapersonal Intelligence 2 ... 84

Table 3.101. Intrapersonal Intelligence 3 ... 85

Table 3.102. Naturalist Intelligence 1 ... 85

Table 3.103. Naturalist Intelligence 2 ... 86

Table 3.104. Naturalist Intelligence 3 ... 86

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INTRODUCTION Rationale

Background of English Learning in Vietnam

With increased global integration, English skills are vital for Vietnamese students' academic and career success. The government has declared improving English proficiency a national priority through policies like the National Foreign Languages Project 2020 and curriculum reform to prioritize communicative English (Le, 2013). English is compulsory from grade 3 and a core exam subject. There are over 14,000 language centers across Vietnam serving an estimated 8 million learners (British Council, 2022). However, English teaching faces challenges like limited class time, large classes of 40-60 students, scarce authentic practice opportunities, and exam focus on grammar over communication skills (Le, 2011).

Limitations of Current Research and Gaps

While learning styles and CLT are studied worldwide and in Vietnam, their relationship is under-investigated, usually in isolation. There is need for research merging these domains to maximize learner-centered education given resource constraints (Tomlinson, 2012). Key gaps include how Vietnamese EFL learners' styles align with common models, what tendencies emerge with CLT instruction, how to combine CLT and learning styles synergistically, and what adaptations are needed for optimal Vietnamese EFL education.

Rationale for Project

The rationale for this study stems from practical observations about the challenges posed by diverse learning styles and the need to enhance language teaching methods. By recognizing that students have different learning preferences, tailoring instruction accordingly could yield improved educational outcomes. A firm belief exists that adapting the Communicative Language Teaching approach to align with the predominant learning styles of EFL (English as a Foreign Language) students at People's Police College II is crucial. This customization may optimize language acquisition and achievement levels, addressing an observed problem through a student-centered, empirically-grounded approach.

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Research Objectives

- Theoretical purpose:

To investigate the relationship between learning styles and CLT methodology in the Vietnamese EFL classroom context.

- Practical purpose:

To inform adaptations of learner-centered teaching methods, materials and activities that effectively combine CLT principles with Vietnamese EFL students' learning style tendencies.

Scope of the Study

- Theoretical scope: Focuses on theories of English learners' learning styles

aligned with CLT method.

- Methodological scope: Employs quantitative methods to identify preferred

learning styles and their influence on learning outcomes.

- Participant scope: 300 students studying English via CLT at People's Police

College II in academic year 2022 – 2023 and 07 teachers who are teaching these

students.

- Instrument scope: Uses quantitative, qualitative methods and measurement

tools to collect data on students' learning styles.

Research Questions

(1) What learning styles are preferred in CLT method by students?

(2) How are learning styles adopted effectively to enhance students in People's Police College II?

Organization of the Project

Introduction

This section states the necessity of the project topic and the general and specific goals for conducting the research, questions that need to be clarified in the research, and the research scope of the topic.

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Chapter 1: Literature review

Chapter 1 reviews relevant learning style theories and prior research. It conceptualizes a research model integrating Reid's and Gardner's frameworks with CLT method.

Chapter 2: Methodology

Chapter 2 details the mixed quantitative-qualitative methodology. Quantitative analysis will identify learning styles and multiple intelligences. Qualitative data provides additional insights.

Chapter 3: Findings and Discussions

Chapter 3 will present findings and discussions from the statistical analysis. It will outline the sample's characteristics, dominant learning styles, multiple intelligence strengths, and English proficiency improvements with CLT method.

Summary

This chapter has established the rationale and framework for a study investigating the relationship between learning styles and CLT method for English education in Vietnam. It outlined relevant background research showing improved outcomes when teaching considers learning styles, and principles of CLT aligning with learner-centeredness. However, applying CLT fully has proved challenging, and little research combines CLT with learning styles, representing a key gap this study aims to address. Research objectives were defined as examining links between learning styles and CLT in English classrooms at People's Police College II, and recommending adapted teaching methods accordingly. The scope and methodology involve quantitative analysis of 300 students' learning styles under CLT instruction at People's Police College II. Two research questions were presented focused on preferred students’ learning styles in CLT, and identify the relationship between learning styles and CLT methodology in the Vietnamese EFL classroom context, and effective adaptations for the context.

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CHAPTER 1: LITERATURE REVIEW 1.1. Theoretical Background

The study of learning styles has a long history in educational psychology and language acquisition research. A seminal work is Howard Gardner's 1983 book Frames of Mind, which introduced the theory of multiple intelligences. Gardner challenged the traditional concept of intelligence as a single, fixed entity measured by IQ tests. Instead, he proposed that individuals possess different autonomous intelligences. He originally formulated seven intelligence types: linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic, interpersonal and intrapersonal. The theory asserts people have unique cognitive profiles with stronger aptitudes in some intelligences versus others (Gardner, 1983).

Gardner's ideas sparked interest in tailoring education to learners' intellectual strengths. Students should experience material through multiple media and activities engaging various intelligences. Teachers must also assess achievement in diverse ways. While controversial, the multiple intelligences theory significantly influenced learning style research. It implies instruction should develop students' weaker intelligences alongside playing to their strengths. The model does not definitively match teaching techniques to intelligence types, but rather argues individuals learn better when they can utilize preferred processing abilities (Moran et al., 2006).

Another landmark contribution was Reid's (1984) perceptual learning style model. Reid defined learning styles as the variations in how learners perceive, conceptualize, organize and recall new information. She proposed major learning style categories of perceptual, cognitive, affective and physiological factors. The perceptual learning styles emphasize sensory modalities-visual, auditory, kinesthetic, tactile and group/individual preferences. Learners have tendencies toward certain modalities but can flex these depending on the task. Reid (1995) noted the particular relevance of perceptual learning styles to language acquisition, as modalities influence how linguistic input is received and produced.

Subsequent critiques argue that while individuals exhibit preferences, rigidly teaching to specific learning styles lacks evidence. Categorizations may also overlook

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complex interactions between nature, nurture and contexts in how people learn. Nonetheless, Reid's model remains influential in highlighting how linguistic, auditory, visual, tactile and other modality preferences shape language learning. The key implication is language instruction should incorporate multisensory techniques and understanding of differences, without pigeonholing learners into styles (Newton, 2015). In summary, the theories of Gardner (1983) and Reid (1984) pioneered the view that learners have diverse abilities and preferences needing accommodated teaching approaches. Their ideas opened avenues for research on tailoring instruction to purported learning styles. However, later studies also exposed limitations in hardcore matching of teaching to learning styles. The optimal practice remains utilizing multifaceted methods while observing how specific learners respond.

1.2. Learning Style

Learning styles refer to the different ways individuals characteristically perceive, process, store and retrieve information in the process of learning (James & Gardner, 1995). There are diverse theories and models categorizing learning styles based on dimensions like information processing, personality, and cognitive approach. Four

key theories are:

Gardner's (1983): Multiple intelligences theory proposes people possess autonomous aptitudes in different domains like linguistics, logic, music, spatial skills, kinesthetics, interpersonal skills and intrapersonal knowledge. Individuals have unique cognitive profiles with stronger intelligences they prefer utilizing, which should shape educational approaches.

Kolb's (1984): Kolb's (1984) model categorizes learning styles into diverging, assimilating, converging and accommodating based on abstractness/concreteness and active experimentation/reflective observation preferences. Learners best absorb information aligned with their style.

Reid's (1984): Perceptual learning style model highlights sensory modality preferences - visual, auditory, kinesthetic, tactile, group and individual. Learners have tendencies toward certain modalities but can flex these depending on the task.

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Dunn and Dunn's model examines environmental, emotional, sociological and physical preferences influencing how students learn. Key dimensions include sound, light, temperature and classroom.

Among four these definitions, this project focuses on Gardner's and Reid's models because they directly relate to teaching communication skills like speaking, listening and linguistic intelligence. The multiple intelligences theory implies developing weaker aptitudes through exposures utilizing various intelligences. Reid's modalities are particularly applicable to language input and output. Dunn's environmental dimensions and Kolb's information processing styles are less targeted to language education. However, the key is not rigidly teaching to styles, but flexibly using multimodal methods while observing student responses.

In summary, learning styles refer to cognitive, personality-based, information processing and perceptual differences in how individuals learn. Gardner's multiple intelligences and Reid's modalities directly connect to developing students' communication capabilities. However, narrowly teaching to purported styles has limitations. The optimal practice utilizes multifaceted instruction based on learner needs and engagement. This project utilizes Gardner's and Reid's theories for their specific relevance to enhancing English communication skills, while avoiding a rigid view mandating instructional methods. The goal is flexible teaching attentive to students' emerging developmental needs.

1.2.1. Reid’s Theory

1.2.1.1. Concepts of Reid's Theory

Reid's learning styles theory proposes that individuals differ in how they perceive and process information most effectively based on preferences for certain sensory modalities and learning environments (Pashler et al., 2009). Reid conceptualized six learning styles: visual, auditory, tactile, kinesthetic, group-based, and individual (Reid, 1984). The visual learning style relies on graphical and symbolic representations. The auditory style processes verbal information best heard aloud. The tactile style involves hands-on manipulation of physical materials. The kinesthetic style requires whole-body, experiential engagement. The group style thrives on peer collaboration, while the individual style works better solitary.

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Additionally, Reid introduced a quantitative basis for determining one's strengths across styles using score means - major (Mean ≥13.5), minor (Mean 11.5-13.49), or negative (Mean ≤11.49). Tailoring instructional techniques to align with a student's major style facilitates optimal retention, comprehension, and skill-building.

1.2.1.2. Characteristics of Reid's Theory

Several key features characterize Reid's learning styles theory. Firstly, it adopts a multifaceted perspective acknowledging diverse learner differences beyond just cognition. Secondly, it focuses both on intake and processing of information via sensory modalities tailored to learners' perceptual strengths. Thirdly, the theory considers social dimensions via group versus individual preferences influencing achievement. Fourthly, by classifying learning styles along a quantitative spectrum of positive to negative endorsement, Reid accounts for intraindividual variability. Fifthly, the styles provide guidance for intentionally designing learner-centric activities that align teaching techniques with the ways students optimally retain and apply knowledge. Finally, Reid links application of learning styles to innovative pedagogies like communication-oriented teaching that motivate participation,

develop competencies, and unlock creativity.

Base on Reid's theory, the hypothesis could be may as follows:

Hypothesis 1: Matching pedagogical methods to students' major learning styles

will increase academic achievement, engagement, and development of language

capabilities compared to traditional mismatching approaches.

Hypothesis 2: Integrating mixed modalities and learning environments matched to

students' major and minor learning styles will increase multifaceted engagement, achievement, and higher-order abilities compared to traditional one-size-fits-all instruction.

1.2.2. Gardner’s Theory

1.2.2.1. Concepts of Gardner’s Theory

Gardner's theory of multiple intelligences proposes that intelligence manifests in diverse capacities beyond what is traditionally measured by IQ or standardized tests. Rather than a single, unitary construct, he conceptualized eight relatively autonomous intelligences residing in the human brain: linguistic, logical-mathematical, spatial,

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bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist (Gardner, 2011). Linguistic intelligence involves the ability to effectively manipulate syntax, phonetics, semantics and pragmatics of language. Logical-mathematical intelligence enables capabilities in problem-solving, quantification, reasoning, and critical thinking. Spatial intelligence underlies visual perception, orientation, visualization, and manipulation of patterns and spaces. Bodily-kinesthetic intelligence empowers dexterous body movements, physical coordination, and motor skill expression. Musical intelligence confers sensitivity to pitch, melody, rhythm, timbre and musical interpretation. Interpersonal intelligence allows understanding social cues, group behaviors, and communication norms to interact fluidly. Intrapersonal intelligence permits metacognition of one's psychological landscape including emotions, motivations, and self-discipline. Finally, naturalist intelligence facilitates observation

and classification of flora, fauna and natural phenomena in the outside world.

1.2.2.2. Characteristics of Gardner's Theory

Several defining features characterize Gardner's conceptualization of multiple intelligences. Firstly, it adopts a modular, pluralistic perspective recognizing distinct facets of cognition, acknowledging diverse human potential beyond standardized IQ metrics (Gardner, 2011). Secondly, the theory emphasizes biological origins of varied intellectual competencies, yet remains open to experiential shaping and cultivation of these capacities. Thirdly, rather than fixed constructs, the set of eight intelligences may continue expanding as research in cognitive science and neuroscience reveals new dimensions of human talent. Fourthly, by contextualizing intelligence as multifaceted, Gardner facilitates personalized, learner-centric pedagogical approaches that play to individuals' intellectual strengths. Fifthly, his theory lends itself to designing instruction, curricula and assessments that integrate multiple modes of knowledge representation. Finally, the notion of autonomous multiple intelligences challenges traditional "one-size-fits-all" models of schooling prevalent in modern education systems.

Armstrong (1999) summarized the eight types of intelligence as follows:

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Table 1.1. Eight types of Human Intelligence

Eight types of human intelligence

1 Mathematical wisdom Gifted for logical thinking

3 Intelligence about movement Aptitude for physical activity

7 Communication wisdom Aptitude for integration interaction

Base on Gardner's Theory, the hypothesis could be may as follows:

Hypothesis 1: Tailoring pedagogical methods and learning activities to students'

areas of strengths among the eight intelligences will improve their academic

performance, engagement, and development of well-rounded competencies.

Hypothesis 2: Fostering student's areas of strengths among the eight intelligences

by creating personalized, multilayered learning programs tailored to their intellectual aptitude profiles will help unlock their talents, creativity, self-esteem, and life

achievement.

1.3. Communicative Language Teaching (CLT)

1.3.1. Concepts of Communicative Language Teaching

Littlewood (1981) emphasizes developing learners’ ability for meaningful and appropriate communication in diverse social contexts rather than just focusing on language forms.

CLT as an approach that focuses on developing learners' ability to communicate meaningfully and appropriately in different social contexts rather than mastering language forms in isolation. (Littlewood, 1981)

Richards (2006) describes characteristics of CLT classrooms including use of

authentic materials, communicative activities, group work and teacher roles as facilitators. CLT classrooms as characterized by the use of authentic texts and communication activities, use of group activities, and roles of teachers as facilitators and monitors. (Richards, 2006)

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Brown (2007) highlights teaching communicative competence including discourse, strategic, sociolinguistic and linguistic competencies to enable effective communication.

CLT aims to teach communicative competence including discourse, strategic, sociolinguistic and linguistic competencies to carry out effective communication. (Brown, 2007)

Larsen-Freeman (2011) dentifies vital principles of CLT: facilitating interaction and fluency development opportunities, providing meaningful language use situations, and linking classroom activities to real-world contexts.

Key principles of CLT including facilitating interaction and communication to develop fluency, providing opportunities for meaningful language use, and connecting classroom activities to real-world contexts. (Larsen-Freeman, 2011)

The key reasons for only adopting these two CLT theories are their provision of deeper, more detailed perspectives on features of interactive lessons and pragmatic learner abilities. Other definitions lack such contextual specificity relevant to the scope of this situational research. Using complementary CLT conceptualizations allows for a more comprehensive analytical lens to address the study’s aims. Hence, integrating frameworks from both Richards (2006) and Brown (2007) will optimally inform this investigation of applying CLT for teaching English at People’s Police College II.

1.3.2. Teacher’s and Students’ Roles

Communicative language teaching (CLT) emphasizes communication and interaction in the target language. In CLT, the teacher facilitates learning rather than acting as the sole authority or source of knowledge. As a facilitator, the teacher organizes activities, guides students, gives feedback, and corrects errors while allowing students to discover knowledge through active engagement. Specifically, Breen and Candlin (1980) identify two key teacher roles in CLT: facilitator of the communicative process and co-learner with students.

Meanwhile, students take an active role in CLT classrooms. CLT highlights learner-centeredness, requiring students to contribute to and take responsibility for their learning. Students interact, negotiate meaning, and share knowledge with each other and the teacher. As Nunan and Lamb (1996) note, CLT students are interactors and meaning negotiators. They engage with the language and each other to develop

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their communicative competence. Rather than passively receiving knowledge, CLT students actively participate and collaborate in the learning process. In summary, CLT emphasizes the teacher as a facilitator and resource and the student as an active contributor and collaborator in the journey to communicative competence.

Here is a table summarizing the teacher's and student's roles in CLT:

Table 1.2. Teacher's and Student's Roles

Main roles Facilitator of learning and communication

Active contributor and collaborator

Key responsibilities

Organize activities, guide students, give feedback,

Relationship Co-learner with students Meaning negotiator with teacher and peers

1.3.3. Assessment

A great deal of effort has been made to provide an insight into the definition of communicative language teaching. According to Harmer (2001), “activities in CLT often involve students in real or real communication, where the successful achievement of the communication tasks they are performing is at least as important as accuracy in their use of language”.

In his introduction to classroom activities in CLT, Richards (2005) points out that CLT classroom activities fall into two categories – “fluency-focused activities” and “fluency-focused activities” focus on accuracy”. Specifically, fluency-focused activities reflect natural use of language, focus on achieving communicative abilities, require meaningful use of language, and produce meaningful language can be unpredictable. In contrast, activities that focus on accuracy reflect classroom

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language use, focus on forming accurate examples of language, practice language out of context, or control choice language.

One of the goals of CLT is to develop fluency in language use. Fluency is natural language use occurring when a speaker engages in meaningful interaction and maintains comprehensible and ongoing communication despite limitations in his or her communicative competence. Fluency is developed by creating classroom activities in which students must negotiate meaning, use communication strategies, correct misunderstandings, and work to avoid communication breakdowns.

Fluency practice can be contrasted with accuracy practice, which focuses on creating correct examples of language use. Differences between activities that focus on fluency and those that focus on accuracy can be summarized as follows:

Activities focusing on fluency:

• Reflect natural use of language • Focus on achieving communication • Require meaningful use of language

• Require the use of communication strategies • Produce language that may not be predictable • Seek to link language use to context

Activities focusing on accuracy:

• Reflect classroom use of language

• Focus on the formation of correct examples of language • Practice language out of context

• Practice small samples of language

• Do not require meaningful communication • Control choice of language

1.4. Previous Studies

1.4.1. Adoping Reid's Theory

1.4.1.1. Foreign Context

The first study by Rivera Lorenzo (2016) aimed to determine the preferred learning styles of Hispanic students learning English. It also examined the interaction between age, gender, learning experience and learning style preferences. The key styles

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identified were kinesthetic, auditory, personal and tactile. Females preferred tactile learning more than males. Students favored working alone over groups. Students with more English learning experience preferred auditory and kinesthetic styles. Correlation analysis revealed a positive relationship between tactile and individual styles. This study has the strength of using robust analytical tools like descriptive statistics, ANOVA, and Pearson correlation. However, it was limited by only analyzing learning styles without proposing teaching solutions tailored to the identified styles.

The second study by Muniandy and Shuib (2016) sought to identify the preferred cognitive learning styles (PLS) and language learning strategies (LLS) of English for Specific Purposes (ESP) learners in different academic majors. Data collected from 50 participants showed most learners were auditory and kinesthetic. A significant correlation existed between auditory styles and social strategies. Matching PLS and LLS with academic major was observed. This will help develop suitable lesson plans. Finally, the study by Wintergerst et al. (2003) tested a new learning style tool on three language learner groups – Russian EFL, Russian ESL, and Asian ESL. It found all three groups learned via Project Orientation, Group Activity Orientation and Individual Activity Orientation. However, group and project work were clearly preferred over individual work, especially for Russian EFL and Asian ESL learners. This suggests the tool shows promise in identifying ESL/EFL learning styles with implications for teaching.

In summary, the studies investigated learning style preferences using surveys and correlation analysis. Key findings indicate auditory, kinesthetic and group styles are favored by many language learners, with preferences shaped by factors like gender, experience and academic major. The research has limitations but provides insights to guide development of tailored teaching strategies.

1.4.1.2. Vietnamese Context

The study by Luu Hon Vu (2021) investigated the second foreign language learning styles of Chinese among English majors at Banking University of Ho Chi Minh City. Grounded in Reid's (1984) learning style theory, the research utilized a questionnaire survey with 205 students. The findings revealed all learning style types belonged to the main learning style level, with auditory being the most preferred. Gender, length

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of study, and region did not impact second language learning styles. Students more inclined towards the kinesthetic style demonstrated better academic performance. The strength of this study lies in its use of Reid's (1984) Perceptual Learning Style Preference Questionnaire to examine learning styles along with robust analytical techniques including descriptive statistics, two sample tests, ANOVA, and Pearson correlation analysis. However, a limitation was the questionnaire did not group items based on Reid's (1984) learning style categories. To address this, the current study will organize questionnaire items into distinct sections per Reid's learning style types to improve clarity for respondents.

In summary, this study by Luu Hon Vu (2021) provided insightful analysis of second language learning styles among English majors in Vietnam using established learning style theory and sound analytical approaches. The learning style questionnaire can be refined further by structuring it around Reid's learning style classifications to make it more comprehensible for participants.

1.4.2. Adoping Gardner's Theory

1.4.2.1. Foreign Context

The study by Sener and ầokỗaliskan (2018) investigated the relationship between learning styles, multiple intelligences, and second language acquisition. Using a sample of 88 students in grades 5-8, it found most preferred tactile and auditory learning styles, while those with naturalist, visual and bodily-kinesthetic intelligences scored highest. This indicates a positive correlation between intelligence types and learning styles. The strengths of this study include utilizing established questionnaires by Freid (1995) and Armstrong (2009) to assess learning styles and multiple intelligences, respectively, along with robust analytical techniques like descriptive statistics, Cronbach's alpha and Pearson correlation. However, it did not identify suitable teaching methods aligned with the students' profiles. The current study will address this gap by proposing foreign language teaching approaches tailored to the

identified learning styles.

The research by Derakhshan and Faribi (2015) examined the impact of multiple intelligences (MI) on English as a foreign language (EFL) learning and the connection between MI and teaching EFL. It concluded no single writing teaching method suits

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all learners, since writing engages different intelligences unevenly, and learners possess varying degrees of each intelligence. In foreign language classes, motivating learners via activities tapping their dominant intelligences is beneficial. Applying MI theory pragmatically in classrooms can enhance study skills across all subjects. Teachers play a key role in identifying students' MI strengths and nurturing success accordingly. This study meaningfully synthesized prior literature on the role of MI in language teaching. However, it did not provide empirical evidence to support its arguments. The current study will address this limitation through quantitative analysis

of learning styles and multiple intelligences using index scores.

In summary, these two studies explored the intersection of learning styles, multiple intelligences and second language acquisition using surveys and correlation analysis. Key findings show tactile, auditory, naturalist and visual modalities are dominant among language learners. The research provides a foundation to develop tailored teaching

strategies, which the present study will extend through empirical investigation. 1.4.2.2. Vietnamese Context

The research by Bui Thanh Xuan and Duong Thi Oanh (2019) demonstrates the important implications of multiple intelligences theory for teaching and education overall, especially adult learning. Adult learners tend to be more engaged and successful in learning environments applying multiple intelligences theory, since such environments and teaching methods provide initiative, freedom and intellectual stimulation. They also leverage adults' life experience and knowledge. This enables adults to showcase their abilities, uncover hidden aptitudes, and overcome learning barriers like shyness. However, teachers must fundamentally comprehend the theory and consider learners' perspectives to effectively implement activities tailored to learners' dominant intelligences. A strength of this study is proposing teaching methods grounded in Gardner's (1984) multiple intelligences theory for a specific context. However, it remains theoretical without empirical evidence. The current study will address this limitation through specific quantitative measurements.

The study by Phan Thi Ngoc Nhanh (2018) showed individuals possess innate strengths. Group 1 works well independently, follows rules, is organized but inflexible. Group 2 thrives in teams, is creative but undisciplined. Thus, successful group learning requires diversity of intelligences. In independent work, Group 2

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should carefully record ideas and do "closed" exams, while Group 1 should outline actions, follow timelines and do "open" exams. This study included an experiment on task completion between learner groups of differing intellectual orientations. However, it relied on observational rather than quantitative data. The present study will build on this approach while also conducting statistical analysis of assessment scores to draw scientifically-grounded conclusions.

In summary, these Vietnamese studies underscore the value of multiple intelligences theory in education, especially for adult learners, and provide initial perspectives on aligning teaching to students' intellectual profiles. Moving forward, concrete empirical evidence can augment these theoretical foundations and preliminary qualitative insights.

1.5. Conceptual Frameworks

When conducting research on the relationship of applying learning styles in CLT with student learning outcomes, the data of this project were analyzed based on Howard Gardner’s (1983) and Joy Reid’s (1984) theories (the following Proposed Research Model).

Figure 1.1 Proposed Research Model

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Reid's Learning Style Theory:

- Proposes that individuals have preferences for certain sensory modalities and environments when perceiving and processing information.

- Categorizes 6 learning styles: visual, auditory, tactile, kinesthetic, group-based,

- Multimodal activities incorporating minor styles also beneficial.

Gardner's Multiple Intelligences Theory:

- Posits intelligence manifests in 8 autonomous capacities: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal and naturalist.

- Emphasizes cognitive modules versus singular construct measured by IQ tests. - Highlights biological origins shaped by experience; open to growth and cultivation. - Facilitates personalized, learner-centric instruction tailored to intellectual strengths. - Multilayered curricula and assessments integrating diverse modes of knowledge representation.

- Challenges traditional one-size-fits-all education models.

Communicative Language Teaching (CLT):

- Emphasizes developing communicative competence rather than just focusing on grammar and vocabulary.

- Classroom activities highlight authentic, interactive communication and language use in context.

- Teacher's role is a facilitator who provides opportunities for students to interact, discover, and use the language.

- Students take an active role interacting, exchanging meaning, and communicating.

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- CLT emphasizes learner-centeredness, encouraging students to take initiative in learning.

- The ultimate goal is developing ability to flexibly use language for communication in real-life situations.

1.6. Summary

This chapter has reviewed theoretical foundations and prior research underpinning the study. Howard Gardner's multiple intelligences theory and Joy Reid's perceptual learning styles model provided seminal conceptualizations of learning differences and implications for tailored instruction. However, later critiques argued for balanced multimodal approaches rather than rigid style-matching. Regarding CLT, key principles are developing communicative competence through learner-centered methods. Research shows CLT boosts communication skills but faces implementation barriers. Prior studies analyzed learning styles and CLT separately, revealing favored modalities and localized adaptations needed. Significant gaps persist in integrating learning styles and CLT despite their shared learner-centered emphasis. This study's conceptual framework integrates Reid's sensory learning styles and Gardner's multiple intelligences with CLT method. Quantitative analysis will identify Vietnamese EFL students' dominant styles and examine alignments with CLT instruction and outcomes. The goal is informing adaptations for optimal learner-appropriate education. In conclusion, this review has established the theoretical basis and identified research needs for investigating the nexus of learning styles, multiple intelligences and CLT in the Vietnamese context.

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CHAPTER 2: METHODOLOGY 2.1. Methodological Approaches

2.1.1. Quantitative

Qualitative research method is used and information analysis by expert method to conduct preliminary research to build a survey questionnaire. The author built the questionnaire based on the documents on learning styles referenced from previous studies and discussed directly with teachers who are teaching English at colleges and students. The purpose is to complete the questions that are inappropriate or confusing for the respondents. Specifically:

(1) Building a draft scale:

The author will collect opinions from English teachers and a representative sample of students using a questionnaire. The qualitative research will assess word clarity, argument accuracy, and gather new ideas. The feedback will be synthesized to adjust the scale and variables, forming the final survey questionnaire. After collecting responses, the author will finalize the questionnaire and conduct trial interviews with 20 students at the People's Police College to check sentence clarity and make any necessary adjustments before the large-scale quantitative survey.

(2) Building the official scale:

When the official questionnaire is available, the author will collect primary data.

In this project, the author utilized quantitative analysis to analyze the results of the questionnaire in order to identify the dominant learning styles among students at the People's Police College II.

2.1.2. Qualitative

Qualitative analysis is used when the researcher wants to analyze data that is subjective and not numerical.

In the current study, the author based on the theories of Reid (1984) and Gardner (1983), the study conducts an empirical investigation of the learning styles of students at People's Police College II to confirm the research results.

2.2. Research Design

2.2.1. Data Collection

2.2.1.1. Research Setting

The study surveyed 300 students and 07 teachers who are teaching English in 13 classes of K03S course, including 06 classes of the Police Officers of Administrative

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Management on Social Order (QLHC1, QLHC2, QLHC3, QLHC4, QLHC5, QLHC6) and 07 classes of Police Reconnaissance (TSCS1, TSCS2, TSCS3, TSCS4, TSCS5, TSCS6, TSCS7).

2.2.1.2. Participants and Samples Participants

Participants are 07 teachers and 300 students who are studying English by CLT method at People's Police College II in the academic year 2022 - 2023, including 06 classes of Police Officers of Administrative Management on Social Order and 07 classes of Police Reconnaissance.

Samples

The selected sample size is 300 students studying English in 13 classes of K03S course, including 06 classes of Police Officers of Administrative Management on Social Order (QLHC1, QLHC2, QLHC3, QLHC4, QLHC5, QLHC6) and 07 classes of Police Reconnaissance (TSCS1, TSCS2, TSCS3, TSCS4, TSCS5, TSCS6,

TSCS7). The sample distribution ratio is as follows:

Table 2.1. Sampling rate of Students

07 English teachers who are teaching English in 07 classes of K03S course, including 04 classes of Police Officers of Administrative Management on Social Order (QLHC1, QLHC2, QLHC3, QLHC5) and 03 classes of Police Reconnaissance (TSCS1, TSCS3, TSCS4). The sample distribution is as follows:

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Table 2.2. Sampling rate of Teachers

The author will distribute survey questionnaires to 300 students as allocated in table 2.1. Before the survey, the author will introduce the content about Learning style and Theory of Multiple Intelligences so that respondents can choose the correct answer. The number of votes will be collected by the author when students complete the survey. Survey time: will be based on the class's English class schedule, the author will choose a break time or near the end of the class to meet with students and teachers to conduct interviews.

Survey location: in the classroom.

To avoid the risk of not having enough observations, a number of survey forms will be distributed to all students in the class, but when performing statistics, only the number of samples that meet the requirements will be selected according to the required number of elements as shown in table 2.1.

SPSS Instruments

After collecting and eliminating unsatisfactory ballots, data entry and processing is carried out. Then, the data were processed using SPSS 23 software.

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2.3. Research Tools

2.3.1. Questionnaires

The questionnaire is designed in the form of closed and open questions for interview subjects who are students and teachers.

The questionnaire for students includes 5 contents:

Table 2.3. The questionnaire for Students

Find out the learning style that accounts for the highest percentage

3 Identify preferred

learning style 06

Find out the learning style most preferred by students

4 Identify type of

Find out the type of intelligence that accounts for the highest percentage

Compare the effectiveness of learning English before and after applying the CLT method

The questionnaire is systematically and scientifically designed to achieve clear research objectives. Each section serves a specific purpose to collect relevant data for analysis and interpretation. The combination of closed and open-ended questions allows gathering both quantitative and qualitative data.

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The questionnaire for teachers includes 5 contents:

Table 2.4. The questionnaire for Teachers

Find out the learning style that accounts for the highest percentage

Find out the type of intelligence that accounts for the highest percentage

Compare the effectiveness of learning English before and after applying the CLT method

The questionnaire systematically collects quantitative data through closed-ended questions and qualitative insights through open-ended questions. Each section serves a clear purpose to gather relevant information from teachers to address the research objectives. The mixed-methods approach allows for analyzing statistical findings and subjective perspectives. Overall, the questionnaire is scientifically designed to

comprehensively examine teaching and learning styles among teachers.

2.3.2. Interviews

§ Students are studying English in 13 classes of K03S course, including 06 classes of Police Officers of Administrative Management on Social Order (QLHC1, QLHC2, QLHC3, QLHC4, QLHC5, QLHC6) and 07 classes of Police Reconnaissance (TSCS1, TSCS2, TSCS3, TSCS4, TSCS5, TSCS6, TSCS7). To avoid the risk of not having enough observations, a number of survey forms will be distributed to all students in the class, but when performing statistics, only the number of samples that meet the requirements will be selected according to the required number of elements as shown in table 2.1.

§ 07 English teachers who are teaching English in 07 classes of K03S course, including 04 classes of Police Officers of Administrative Management on Social Order (QLHC1, QLHC2, QLHC3, QLHC5) and 03 classes of Police Reconnaissance (TSCS1, TSCS3, TSCS4) as shown in table 2.2.

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2.4. Data Analysis

Analyze the data through the following steps:

+ For objective 1: Descriptive statistical analysis is used to describe the research samples. + For objective 2: Using descriptive statistical analysis, the aim was to examine differences in students' learning styles.

+ For objective 3: Use the general inference method. § Data Description:

The questionnaire for students:

Table 2.5. Data description for Students scores before and after learning English using the CLT method

This expanded five-part study leverages different scale types to match the research goals. Part I compiles demographics with nominal data and frequency statistics. Part II analyzes learning styles through descriptive interval data. Part III continues with nominal data frequency statistics to estimate preferred learning styles. However, Part IV now shifts to use interval level frequency statistics to categorize intelligence types. While less powerful than parametric tests, frequency statistics can provide useful categorical insights. Finally, Part V calculates percent score differences pre-post using ratio data for robust statistical analysis. Overall, the researcher thoughtfully selects scale types, whether nominal, interval, or ratio, to align with the question, analysis needs, and power for each distinct study component.

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The questionnaire for teachers:

Table 2.6. Data Description for Teachers scores before and after learning English using the CLT method

The table outlines four parts of a research study using questionnaires with different types of scale measurements. Part I will use nominal level data to summarize demographic information. Part II employs interval level data for descriptive statistics on learning styles. Part III continues with nominal data to estimate preferred learning styles through frequency statistics. Finally, Part IV moves to ratio level data to calculate percent difference in test scores, allowing use of powerful parametric tests. Overall, the researcher strategically selects scale types to match the question type and needed analysis for robust results. Different scales provide flexibility to statistically summarize, describe, estimate frequencies, and detect pre-post changes.

2.5. Summary

This chapter has delineated the methodological approaches for this study on learning styles and CLT. It utilizes a mixed quantitative-qualitative design, integrating

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deductive analysis of data with inductive development of implementation recommendations. Data collection involves 300 students and 07 teachers participants at People's Police College II. Questionnaires with closed and open-ended questions aligned to research objectives were designed based on established learning style theories. Interviews will also gather insights. Quantitative analysis using descriptive and frequency statistics will identify dominant learning styles and multiple intelligences. Qualitative data provides additional perspectives. Different scale types (nominal, interval, ratio) are leveraged to match research goals. In conclusion, this chapter has detailed a scientifically rigorous methodology combining surveys, interviews, quantitative analysis and qualitative data to investigate the research questions on learning styles, multiple intelligences and CLT. Outcomes will inform data-driven and context-specific recommendations for enhancing English education at People's Police College II through attention to diverse learning needs. Further empirical results will be presented in Chapter 3.

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