Learners’ and teachers’ preferences for classroom activities.

A small-scale study that compareslearners’ preferences and those of their teachers for 32 in-classroom activities. The data was collected through questionnaires and interviews from 58-second year full-time students in the International Trade Department of the Foreign Trade University (FTU) in Vietnam and their 10 teachers from the English Department of the same university. The results show that learners have positive attitudes towards the learner-centred classroom activities and there is only a25% discrepancy between the learners’ and teachers’ preferences

References for learner and teacher preference in classroom activities.

Alcorso, C and Kalantzis, M .1985: The learning Process and being a learner in the AMEP. Committee of Review of Adult migrant education program, Centre for multicultural studies, University of Wollongong.

Bakhuizen, G .1998. ‘Discovering learners’ perceptions of ESL classroom teaching and learning activities in a South African Context’. TESOL Quarterly 32/1, 85-107.

Dornyei, Z and Csizer, K. 1998. Ten commandments for motivating language learners. Language Teaching Research 2: 203-29.

Eltis,K and Low, B .1985. A Review of the teaching process in the Adult Migrant Education Program. Department of Immigration and Ethnic Affairs, Canberra.

Garrett, P and Shortall, T .2002. Learners’ evaluations of teacher-fronted and student-centred classroom activities, Language Teaching Research. Arnold.

Green, J .1993. Student Attitudes Toward Communicative and Non-Communicative Activities: Do enjoyment and Effectiveness go together? The Modern Language Journal, 77: 1-10.

Hadfield, J .1992. Classroom Dynamics. Oxford, Oxford University Press

Howitz, E .1988. ‘The beliefs about language learning of Beginning University Foreign Language Students’. Modern Language Journal. 72: 283-94.

McDonough, J .2002. The teacher as language learner: world of difference? ELT Journal 56/4: 405-411, Oxford University Press.

Nunan, D .1988. The learner-centred Curriculum. Cambridge University Press. Cambridge.

Nunan, D.1999. Second language teaching and learning. Canada: Heinle and Heinle publisher.

Phan Le Ha .2004. University classrooms in Vietnam: contesting the stereotypes, ELT Journal 58/1,p50-53, Oxford University Press.

Shortall and Garrett. 2002. Learners’ evaluations of teacher-fronted and student-centred classroom activities. Language TeachingResearch 6/1:25-57

Spratt, M. 1999.How good are we at knowing what learners like. System 27/2.141-55.

Tomlinson, B and Bao Dat. 2004. ‘The contribution of Vietnamese learners of English to ELT methodology’. Language Teaching Research 8/2: 199-222.

Willing, K 1988 Learning styles in Adult Migrant Education Adelaide: National Curriculum Resource Centre.

Yorio, C .1986. ‘Consumerism in Second Language Learning and Teaching’. Canadian Modern Language Review 42/3: 668-687

Appendix 1: The questionnaire for the student.

Like very much / Like / No opinion / Dislike / Dislike very much / No experience
Reading
1. reading texts silently in class for information and do follow-up exercises.
2. reading texts aloud in class
3. doing only reading exercises for texts having been read in advance.
Writing
4. writing short passages (< one page) in pairs
5. writing short passages (< one page) in groups.
6. writing short passages (< one page) individually.
Speaking
7. taking part in whole- class discussions
8. oral discussion in pairs
9. oral discussion in groups
10. giving individual oral presentation
11. giving group oral presentation.
12. taking part in oral exercises ( grammar, pronunciation drills)
Listening
13. listening to teacher’s instructions and explanations
14. listening to teacher talking about themselves or telling stories.
15. listening to classmates giving oral presentation.
16. listening to tapes and doing follow-up exercises.
Feedback
17. teacher giving feedback (oral/ written)
18. classmates giving feedback ( oral/ written)
19. checking and giving feedback on other’s writing
20. checking writing on your own.
Grammar
21. doing grammatical exercises
22. listening to teacher explaining grammatical rules.
23. learning grammatical rules by oneself.
PLEASE TURN OVER
Participation modes
24. taking part in teacher-centered activities.
25. working in pairs
26. working in groups
27. working individually
28. Interacting in English with classmates in class
Others
29. taking part in language games
30. taking part in role plays
31. listening to English songs.
32. using language labs
33. your own preference ( please add, if any)
From the list above, please choose at least 3 activities you like most and 3 activities you don’t like most,write the numbers of those activities and give the reasons why you like or don’t like each of them.
B

.

(In answering this question, please write as much as you like either in English or in Vietnamese and continue on a separate paper if necessary).

a. Activities I like most :

b. Activities I don’t like most:

Appendix 2: The questionnaire for the teachers.

Dear Teacher,

I am now doing MA research into English Language Teaching at the University of Essex. I would highly appreciate it if you could spare some time for the completion of the questionnaire. Your cooperation would be essential in my research.

What are your preferred ways of teaching English?

This questionnaire is designed to identify your personal preferences in teaching English at the university.

  1. Please indicate your opinions by answering the following question based on your actual experience up to now. The question is

- How much do you like to engage students into each activity? Please tick the appropriate column.

- If you have never used any particular activity mentioned below in your teaching, please tick the ‘No Experience’ column.

Name: ______

Like very much / Like / No opinion / Dislike / Dislike very much / No experience
Reading
1. reading texts silently in class for information and do follow-up exercises.
2. reading texts aloud in class
3. doing only reading exercises for texts having been read in advance.
Writing
4. writing short passages (< one page) in pairs
5. writing short passages (< one page) in groups.
6. writing short passages (<1 page) individually.
Speaking
7. taking part in whole- class discussions
8. oral discussion in pairs
9. oral discussion in groups
10. giving individual oral presentation
11. giving group oral presentation.
12. taking part in oral exercises ( grammar, pronunciation drills)
Listening
13. listening to teacher’s instructions and explanations
14. listening to teacher talking about themselves or telling stories.
15. listening to classmates giving oral presentation.
16. listening to tapes and doing follow-up exercises.
Feedback
17. teacher giving feedback (oral/ written)
18. classmates giving feedback (oral/ written)
19. checking and giving feedback on other’s writing
20. checking writing on your own.
Grammar
21. doing grammatical exercises
22. listening to teacher explaining grammatical rules.
23. learning grammatical rules by oneself.
Participation modes
24. taking part in teacher-centered activities.
25. working in pairs
PLEASE TURN OVER
26. working in groups
27. working individually
28. Interacting in English with classmates in class
Others
29. taking part in language games
30. taking part in role plays
31. listening to English songs
32. using language labs
33. your own preference ( please add, if any)

In answering the following questions, please write as much as you like and continue on a separate paper if necessary.

B. From the list above, please choose at least 3 activities you like most and 3 activities you don’t like most to use in classroom, write the numbers of those activities and give the reasons why you like or don’t like each of them.

a. Activities I like most:

b. Activities I don’t like most:

C. (Please answer this question from your own opinion, not from student’s answers)

From the list above, please choose at least 3 activities you think your students like doing most and 3 activities you think students don’tlike doing in the class most , write the numbers of those activities and suggest the reasons why you think they like or don’t like those activities?

a. Activities my students like most:

b. Activities my students don’t like most: