Research Learning style preferences and English Language Proficiency of first year Economics students at University of Economics – Technology for Industries, Vietnam (Published)
This research involves investigating the learning style preferences and English language proficiency of Economics students as basis for language learning enhancement program. This has been done by descriptive-correlational research method. 162 students at UNETI, Vietnam selected through the use of stratified random sampling answered the Perceptual Learning Style Preference Questionnaire and a 50-item English proficiency test. Frequency counts and percentages, central tendency, T-test, ANOVA, Pearson correlation were used to analyze the gathered data. Finding revealed that group learning style dominates among the students, followed by other learning styles. In term of English language proficiency, most of the respondents are moderately proficient. There exists a significant relationship between their learning styles and their English language proficiency. On differences in the English language proficiency of the students, significant differences exist in tests. Finally, significant relationship exists between visual, tactile, group, and individual learning styles of the respondents and their English language proficiency.
This case study aims to understand the role played by school leaders in the management and administration of English language acquisition (ELA) programs. The researchers interviewed several educational faculty from three school districts in the state of Colorado. By applying the leadership framework of inspirational motivation (Northouse, 2015), the researchers examine to what extent principals, teachers, and other educators are involved in the ELA programs within their respective schools and districts. The findings of this research demonstrate the importance of preparation for school leaders, ELA teachers, and content teachers alike in order to better support English language learners. Additionally, this case study identifies a need for collaboration between teachers and school leaders to facilitate a stronger understanding of the purpose, function, and importance of ELA programs.