UNIVERSIDAD DE GUADALAJARA

LICENCIATURA MODULAR SEMIESCOLARIZADA EN

DOCENCIA DEL INGLÉS COMO LENGUA EXTRANJERA.
(LIMSEDILE)
MODULE: INTEGRATIVE.
TASK 4.
INTERVENTION PLAN.
STUDENT: José Saúl Barajas Villegas.
TUTOR: Fanny Riva Palacios.

Guadalajara, Jalisco. April 8th. 2019

 INTRODUCTION.

I have identified and selected the topic for this project of Action Research. This process was not
easy, but it was carefully carried out. I have also identified and described the teaching context where the
action research was going to be carried out. Then I figured out how the problem could be measured. I have
developed and implemented a research instrument for data collection. And an analysis of the results was
also carried out.

Now, it is time to carry out an intervention plan to improve the present circumstances within the group
where the action research is being carried out. In my intervention plan, I intend to introduce different kinds
of teaching strategies and class activities which meet the different learning styles that comprises the group
of students where this action research is being carried out. For me, it is important to identify the student’s
learning styles in order to adapt, create, and implement the most suitable teaching strategies, additionally if
the students are aware of their learning styles, they will be able to use effective and suitable learning
strategies.

1. TEACHING CONTEXT.

I am currently teaching English as a foreign language to a group of students at a public university. It

is a student-centered class. The students are the essence of the class and the teacher’s role is that of an
organizer, facilitator, and monitor of the class. In this class, there are thirty students in their early twenties,
seven girls and twenty-three boys. They are studying the first semester in the program of civil engineering.
The program establishes that the students will have four hours of English instruction weekly. In the
classroom there is a whiteboard, and a TV screen which I connect with my laptop in order to project videos,
power point presentations, explain grammar points, present a video, do listening exercises, etc. I have
realized by observation that these students are not very motivated in the English class, their main priority
are the subjects related to their major. I need to know what the students’ learning styles preferences are in
order to make the class more suitable and interesting for the students.

2. EXPLANATION AND DEFINITION OF THE PROBLEM.

The first troublesome situation which I am facing with this group of students is that some students
have told me that they think they should be placed in a higher course level since they have studied English

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before. Considering that situation, I have decided to implement the diagnostic exam which accompanies the
series Speak Out in order to find out their language proficiency (See Appendix 1).

Secondly, since I think it is pivotal to know how my students learn better, I have decided to find out
my students’ learning styles to implement class activities which are suitable for my students. In this case, I
will implement a questionnaire (see appendix 2) by Joy Reid from University of Wyoming which is appears
as appendix 3 in Richards, J. C. & Lockhart, C. (1996), chapter 3, (pgs.75.77).

3. RESEARCH QUESTIONS.

1. Is it true that most students in this group have already acquired the language skills which
encompasses the syllabus from this course?

2. What are the benefits of knowing the students’ learning styles for both the teaching and learning
process and what activities should be implemented in order to meet the students´ styles
preferences?

So far, I have solved the first problem which was to figure out if the students belonged to this
proficiency level. Now, the research will be focused on the second problem. What are the benefits of
becoming familiar with the students’ learning styles preferences and what teaching and learning activities
and strategies can be implemented in the classroom?

4. INSTRUMENTS FOR DATA COLLECTION.

The instruments for collecting data that sited the purpose of this Action Research are the following:

A diagnostic test: It is aimed to check the learner´s knowledge of the grammatical structures of the
language. It also helps verify if the students’ language proficiency is beyond the course they are enrolled
in. The diagnostic test comprises fifty questions. Each question is worth one point. It was taken from the
Speak Our resource material. I hope that the application of the diagnostic test solves the doubt that I had at
the beginning, concerning the students’ right proficiency level. (See appendix # 1)

A perceptual learning style preference questionnaire. It is aimed to identify the learners’ favorite
learning styles. This questionnaire focuses on the sensory learning styles. It includes thirty situations aimed
to identify six learning styles; visual, auditory, kinesthetic, tactile, group and individual. (See appendix #2).

When learners recognize their own learning style, they will be able to integrate it into their learning
process. As a result, leaning process will be easier, faster, and more successful

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 5. OUTCOMES OF THE ACTION RESEARCH.

Implementation of the diagnostic test.

No. of GRADES ENGLISH

students DIAGNOSTIC TEST
1 71
2 59
3 59 GRADES ENGLISH DIAGNOSTIC
4 69 TEST
5 30
6 51
7 40
8 55
9 71
10 44
11 24
12 46
13 36
14 49 0 20 40 60 80 100
15 30
16 35
17 79
18 32
19 34
20 32
21 30 NO. OF DATA 28
22 22 GROUP AVERAGE 43.64285714
23 53 MAXIMUM GRADE 79
24 71 MINIMUM GRADE 20
25 20 RANK 59
26 42 INTERVAL NUMBER 6.60660101431
27 38 CLASS AMPLITUDE 10
INTERVAL NUMBER 6
The results of the diagnostic test show that almost all the students are true beginners. The maximum
grade was 79 and the minimum grade was 20. Out of the 27 students who took the test only one scored 79,
three students scored 71 in the test and one scored 69. Thanks to the implementation of this diagnostic test
I feel certain that the students are in the correct level and the students alike.

RESULTS FROM THE LEARNING STYLE QUESTIONNAIRE.

STUDENT Major
No Learning style Code
1 kinesthetic 3
2 visual 1

3
 3 visual 1 LARNING
4 tactile 4 STYLE FREQUENCY PERCENTAGE
5 group 5 7 26%
VISUAL
6 visual 1
7 tactile 4
AUDITORY 2 7%
8 individual 6 KINESTHETIC 4 15%
9 individual 6 TACTILE 5 19%
10 group 5 GROUP 5 19%
11 tactile 4 INDIVIDUAL 4 15%
12 kinesthetic 3 Total 27
13 kinesthetic 3
14 visual 1
15 individual 6
16 auditory 2
17 auditory 2
The results of the preferred learning styles questionnaire which was
18 visual 1 answered by 27 students from group 1Q are as shown in the chart.
19 individual 6
20 group 5 26% of the students are visual, 19% are tactile and group. 15% are
21 group 5
22 group 5 individual and kinesthetic. Only 7 % are auditory.
23 tactile 4
24 kinesthetic 3 According to the results shown above, suitable class activities should
25 visual 1
26 visual 1 be implemented, these activities should meet the students’ needs and
27 tactile 4

interests. These class activities should make the students’ language learning easy, fast, enjoyable and

successful.

6. LITERATURE REVIEW

In this literature review, I present some results from several authors who have made pertinent
research on the issue of leaning styles in education.

I believe keeping student’s motivation and interests in the language classroom is essential for this
reason the teacher’s teaching strategies should be aligned with the students’ leaning styles. As stated by
Tuan (2011). “Creating and sustaining learner’s active involvement requires an understanding of their
leaning styles preferences” (p.285). In the abstract of his study I found that a questionnaire survey and
participant observations were used in this research, this study sought to explore the extent to which teachers
understand their students’ language learning styles with the purpose of decreasing learner’s dissatisfaction
and low performance. This study found Vietnamese EFL students more intuitive than sensing, more visual
than verbal, more active than reflective, more sequential than global. This action research applied the multi-
style teaching strategies by Kolb (1984) and Fender (1993) to stretch students’ learning style patterns.
(Tuan, L.M. 2011 p. 285).

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 Oxford et al., (1991) in Tuan L.M (2011) states that matching teaching styles to learning styles can
significantly enhance student behavior in foreign language instruction and adds that teaching styles with
which students feel most comfortable may not correspond with the style that enables them to learn more
effectively (p.290). Therefore, I think the teacher should think about a variety of activities in class that
match more than one learning style. “What must be done to achieve effective foreign language learning is
to balance instructional methods, somehow structuring the class so that all learning styles are simultaneously
or at least sequentially accommodated” (Oxford, 1990 in Tuan, L.M. 2011, p. 290).

Another research about learning styles was carried out by Abella and Salinas (2006). This study was
carried out with eighth graders at a private school in Bogotá. The focus of the research was to determine the
learning styles of low- achievement students when learning English. The data collection instruments used
were case study and action research. “After the survey was applied, the results were interpreted, and some
activities were designed and implemented in the classroom” Abella & Salinas. (2006 ) p.119.

Despite the fact, that this research does not include any information about the intervention phase,
reading the outcomes of this action research has been very helpful for me since it enlightens me in what
strategies can I implement in the intervention plan stage of my research.

I found another research about the effect of perceptual learning styles on the academic achievement
of students in Debre Markos preparatory and higher education school in Ethiopia. The purpose of this study
was to investigate if there are significant relationships and gender differences among perceptual learning
styles preferences, and academic achievement of students. The target population was 1884 students in Debre
Markos preparatory school in 2005. A self-report questionnaire was used to collect data on perceptual
learning styles preferences (Tizazu, S.A., and Ambaye, D. W. 2017 p. 342).

In this respect, (Dunn and Dunn, 1992 as cited by Tizazu, S.A., and Ambaye, D. W. (2017) defined
perceptual learning style as the way in which each learner begins to concentrate on, process, absorb, and
retain new and difficult information (p.345).

This study answered the following questions:

1. What are the most preferred perceptual learning styles of students at preparatory school level?
2. Is there a significant difference between female and male students in perceptual learning styles
differences?
3. Is there a significant relationship between perceptual learning styles preferences and academic
achievement of students?

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 The research findings indicated that the most preferred perceptual learning style among students was
visual leaning style. This shows that most students enjoy learning through reading handouts, observing
pictures, tables, charts during instruction. Whereas auditory learners learn best when the lesson is delivered
to students through group discussion, lecture, videos and other activities related with listening, tactile
learners prefer to learn via experience -moving, touching, manipulating, active exploration of the world,
science projects, experiments. This demonstrated that the instruction is expected to satisfy these learning
styles diversity among students. (Tizazu, S.A., and Ambaye, D. W. 2017 p. 351).

The results of this research are similar to the results I obtained in my own research. In both studies most
of the students are visual learners. This research has given me some clear ideas about the type of activities
that I can implement in my own classroom.

The results of this research are as follows:

 The most preferred perceptual learning style used among preparatory students was visual learning
styles;
 There was positive and significant relationship between perceptual (visual, auditory and tactile)
learning style preferences and academic scores of students;
 Male students have shown significantly higher mean scores than female students in using perceptual
(visual, auditory and tactile) learning style preferences;
 Natural science students have shown significantly higher mean scores than Social science students in
using tactile learning style;
 Social science students have shown significantly higher mean scores than natural science students in
using visual leaning style.

The author of this research concludes by giving some recommendations.

 Teachers should consider visual learning styles preferences of students in preparing their lesson;
 Teachers are expected to use teaching methodology that can accommodate individual differences in
the learning processes;
 Guidance and counselors should pay attention not only on the actual academic competency of female
students but also on the awareness and its application of their natural leaning styles preferences;
 Natural science classrooms instructions should be supported with more practical activities;

I would like to mention another research I read about carried out by Mulalic, A, Shah, P. and Ahmad.
F. (2009). Such research was aimed to determine the Perceptual Learning Style (PLS) of ESL students

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and analyze differences in learning styles regarding student’s demographic factors such as gender and
race. The data collection instrument used in this research was the Perceptual Learning Style Preference
questionnaire (PLSPQ) developed by Joy Reid (1987). The questionnaire assesses preferred learning
styles of students based upon how students learn best using their perceptions: visual, auditory,
kinesthetic, and tactile preferences, and two social aspects of learning: group and individual
preferences.

I think this research resembles to the research I am conducting. It also used the same
questionnaire as a data collector instrument. Whereby I agree it is easy to administer, easy to interpret,
self-scoring and it has easily reportable scales and has reliability and validity supported by the research.

According to the mean score for each learning style, students in this study preferred the
Kinesthetic LS. They expressed minor preferences for Visual, Auditory and Group learning. This
research does not mention any specific intervention plan for this group of students, it only suggests
some activities that pertains how individuals learn according to their LS preferences, it does not contain
lesson plans either. Therefore, I believe this study is more theoretical than pragmatic. I would like
to add some hints I found interesting in the literature review of this study. As stated by (Mulalic et. al,
2009), teachers need to adapt their teaching practices to meet the learners’ learning styles. Some
researchers investigated teachers as well as administrators in the schools, as the two are closely related,
interdependent, and influence students’ success. Adaptability to different learning styles plays a key
role in students’ academic achievement (p.10).

Studies show that matching teaching styles to learning styles can significantly enhance academic
achievement, student attitudes, and student behavior at a primary and secondary school level (Griggs
& Dunn 1984; Smith & Renzuli 1984), at the college level (Brown 1978; Charkins et al.1985), and
specifically in foreign language instruction (Oxford et al. 1991; Wallace & Oxford 1992) cited in
(Felder R. 1995, p. 27-28). Nonetheless, this is not an easy prospect. As Felder (1995) states, teaching
styles are made up of the methods and approaches with which instructors feel most comfortable; if they
tried to change to completely different approaches they would be forced to work entirely with
unfamiliar, awkward, and uncomfortable methods, probably with disastrous results from the students’
point of view (p.28). Hence, the instructor does not need to make drastic changes. Felder (1995)
recommends the use of the following instructional techniques to cover at least five learning styles.

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 Motivate learning. As much as possible teach new material (vocabulary, rules of grammar) in the
context of situations to which the students can relate in terms of their personal and career
experiences (intuitive, global, inductive).
 Balance structured teaching approaches that emphasize formal training (deductive, sequential)
with more open-ended unstructured activities that emphasize conversation and cultural contexts
of the target language (inductive, global).
 Make liberal use of visuals. Use photographs, drawings, sketches, and cartoons to illustrate and
reinforce the meaning of vocabulary words. Show films, videotapes, and live dramatizations to
illustrate lessons in texts.
 Do not fill every minute of class time lecturing and writing on the board. Provide intervals-however
brief- for students to think about what they have been told; assign brief writing exercises
(reflective). Raise questions and problems to be worked on by students in small groups; enact
dialogues and mini dramas; hold team competitions (active) (p.28-29).
As far as my research concerns, I will try to adapt these recommendations into my teaching context.
I have realized of the importance of implementing a variety of activities in class in order to match
more leaning styles. However, this is a gradual process I can implement some techniques in one
class and the other techniques in successive classes.

7. PEDAGOGICAL INTERVENTION PLAN.

The first step to be carried out in this pedagogical intervention will be to plan the calendar of
activities. This intervention will take place for two weeks. There will be two lessons per week and each
lesson will last 100 minutes.

Week # 1. Grammar Function Materials

Lesson 1. Video for vocabulary presentation.
March 20,2019 Vocabulary practice Telling the time Daily routines flashcards.
Clock picture.
Bingo cards.
Lesson 2. Simple present (I, Describing daily routines Grammar Charts
March 21, 2019 you, we, they). Worksheets
Week # 2. Grammar Function Materials
Lesson 3. Simple present (he, Talking about daily routines. -English for life SB worksheet.
March 27, 2019 she, it) (appendix # 8).

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 Simple present - Game board. Let’s talk. (appendix # 9)
affirmative,
negative.
Lesson 4. Simple present Asking and answering -Cards for sentence race.
March 28, 2019 questions. questions about free time - present simple song worksheet. (appendix
activities. # 10)
- TV screen .
- laptop.
- Free time activities worksheet ( appendix
#11)

Time: 100 minutes.

Topic: Vocabulary for daily routines.
Communicative function: Telling the time.
Aims: -Students will be able to identify verbs to express daily routines.
- Ss. will learn to tell the time.
PRESENTATION (20 min) (For visual and auditory style learners).
Vocabulary presentation. Teacher presents the video about daily activities; video link
(https://youtu.be/KeoFVNwqZdQ). Students listen and repeat the vocabulary. Then, they write down the
vocabulary in their notebooks. Note: teacher may put the video in mute mode and say the words aloud by
himself. In this case the video is just used as a visual tool and the teacher uses his own voice.
PRACTICE. (15 min) (for visual auditory style learners)
1. T. covers the written words in the flashcards and asks ss to say the daily routine vocabulary that is
depicted in the flash cards. (Appendix # 3).
PRESENTATION. (15 min). Telling the time. Show the worksheet of the clock in the TV screen. See
appendix # 4, taken from Speak Out SB pg. 124.
SS look at the watch the watch. T. explains and writes examples on the board.
1. (2:00) It’s two o’clock. 4. (5:30) It’s half past five.
2. (2:15) It’s a quarter past two. 5. (8:05) It’s eight oh five or it’s five past eight.
3. (2:45) It’s a quarter to three.
T. writes this dialogue on the board.
A: Excuse me. What time is it? B: it’s four o’clock.
A: thank you. B: You’re welcome.
PRODUCTION. (30 min). (kinesthetic, communicative learners & visuals)

1. Ss draw five clocks in their notebook indicating different times. Ss write the time next to each
watch.

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 2. Pair work, ss ask and answer about the time using their clocks as in the model conversation given
previously. Ss switch roles with another classmate.
Bingo game. (review vocabulary) 20 min. (tactile, kinesthetic, visual & auditory)

T. gives the Bingo handout to each student. Teacher calls out a verb, if the student has the verb in
his/her hand out they cross it out. When they make a line of three verbs in any direction, they shout
BINGO. (see appendix # 5 bingo cards).

LESSON PLAN # 2.
Time: 100 minutes.
Topic: simple present.
Communicative function: talking about daily routines.
Aims: a. Students will reinforce daily routine vocabulary.
b. students will be able to describe their daily routine.
1. Vocabulary presentation. ( 20min)
a. Write the following sentences on the board.
1. I ______ have breakfast at 7:30.
2. I to work at 8:15.
3. I a cup of coffee at 10:00 a.m.
4. I lunch at 12:30.
5. I home at 4:00 p.m.
6. I a shower in the evening.
7. I dinner with my family.
8. I for a drink with my friends.
9. I to bed at 11:30.
10. I shopping on the weekend.

b. Students (SS) write down the sentences in their notebooks and complete the sentences either
with “have” or “go”. They must think about the correct answers.
c. SS check their answers with a classmate.
d. Have ss come to board and write their answers. T. corrects if necessary.

2. PRACTICE & PRODUCTION. (25 min)

SS. personalize the vocabulary. Ss write sentences that are true for them.
In pairs students ask and answer questions.
Example: A: When do you have breakfast? B: I have breakfast at 7:30.

REVIEW & PRACTICE (5 min)

3. a) T. gives the worksheet #1 (English for life. SB. p.09). See appendix # 6
b) Drill. Make the sentences. Use go or have. Ss listen to the clue and complete the sentences.
Example: to work = I go to work. a shower = I have a shower.

4. PRESENTATION & PRACTICE. Adverbs of frequency. (25 min).

a) Ss look at the chart about adverbs of frequency. They read and listen the examples.
b) T. asks: Where does the adverbs go, before or after the verb? Answer: before the action verbs.
c) Ss rewrite the sentences in exercise b and put in the adverbs of frequency.
d) T. directs ss to exercise 5 in the worksheet. Ss highlight the adverbs of frequency in the text.
e) Ss listen and complete the missing words.

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 f) T. ask the SS what the preposition used to indicate the time is. Answer: “at”. And the
preposition used to indicate the days of the week: “on”, and the preposition used to indicate
parts of the day “ in”. ss circle the preposition and underline the word next it in the previous
exercises from the worksheet.

5. PRODUCTION. (25 min).

a) Taking the text as an example, SS. Write sentences about a typical day in their lives. Use adverbs
of frequency. b) Students work in pairs. And compare their days.
Student A: I usually get up at half past seven. Student B: I always get up at seven o’clock.
HOMEWORK: for HW. ss will answer the exercises from pg. 09 in the worksheet # 2.
Appendix #7 (taken from English for life. Elementary workbook p.09)

LESSON PLAN # 3.
Time: 100 minutes.
Topic: simple present third person. Affirmative, negative & questions.
Communicative function: talking about daily routines.
Aims: a. Students will reinforce daily routine vocabulary.
b. students will be able to use the present simple and talk about daily routines.
PRESENTATION. (15 min.)

a. T. gives the ss the worksheet # 3. (See appendix # 8). They read and listen about John’s
daily routine. Ss focus on the verb forms. When John talks about himself (I go to Leeds
University) and then when someone else’s is talking about him. (He goes to Leeds
University).
b. Students underline the verbs forms.
c. Students read the Grammar chart. Teacher asks what letter goes at the end of the verb after
He, She, It. Answer: the letter -S.
d. Direct ss to the chart on the right for the negative statements. Ss study the chart. T reinforces
in negative statement, use the auxiliaries don’t for (I, you we, they) and doesn’t for ( he,
she & it) in both cases the verb is used in its base form.

PRACTICE. (25 min)

a. Exercise 3a in the worksheet, ss describe John’s evening by changing the sentences into the
third person in simple present. Ss listen, check and repeat the sentences.
b. Exercise 5a. from worksheet #3, ss make sentences about John by putting the verbs in the
positive or negative form. Ss. Check the answers in pairs.
T. nominates some ss to read the answers aloud.

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PRODUCTION 1 Writing. (30 min)

a. Exercise 6a. from worksheet # 3, ss write some positive and negative sentences about their
every day life. They use the verbs from the box. Ss, work in pairs and exchange information.

PRODUCTION 2. SPEAKING. (30 min)

a. Ss. work in groups of three or four students. T. hands out a worksheet to each team. In turns,
ss roll a dice twice. The 1st roll determines the numbers on the top of the worksheet. The 2nd.
Roll determines the number on the left. Ss talk for one or two minutes about a topic. They
need ask follow-up questions. (See worksheet # 4. Appendix 09)

LESSON PLAN #4.

Time: 100 minutes.
Topic: simple present questions.
Function: talking about free activities.
Aims: Students will be able to make questions using the simple present.

WARM UP. Grammar Sentence Race. (10 min)

a. Divide the class into two teams.

b. Have one student from each team come to the front of the class and randomly choose one card
each.
c. The first student to write a grammatically correct sentence (using present simple) -without
spelling mistakes -is awarded one point for their team.
d. The game continues as the remaining students take turns to come to the board.

PRESENTATION. Grammar in context. (third person simple person song). (15 min)

a. The first time the teacher plays the song, ss only listen to it.
b. T. gives the worksheet # 5 to the ss. T. plays the song a second time and students fill in the gaps.
Play the song a third time for all the ss to finish filling in the gaps. (See appendix #10) This
song was retrieved from: https://youtu.be/Ua3fTSIGnN0. Then, ss can sing the sing following

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 the rhythm. By doing this activity, I hope the present the target structure in a fun and
unforgettable way. I am also taking into consideration the musical intelligences, the auditory
and kinesthetic learning styles.

Vocabulary presentation and listening practice (25 min)

a. T. display the vocabulary about free time activities on the TV screen. SS listen and repeat the
vocabulary (see worksheet # 6. Appendix # 11. (5min)
b. Pair work. verb + noun. Student A say the noun (magazine) and students B completes the phrase
(I read a magazine), SS A (soccer), SS B says ( I play soccer). Then students switch their role
(10 min).
c. Listening. (10 min) Ss listen and write the activities the people in the pictures usually do (1.
Maria: goes swimming, plays tennis, listens to music. 2. Dev: does karate, plays the piano,
plays computer games. 3. Anna: reads books, does yoga, goes jogging. 4 Caspar: goes to the
cinema, watches TV, goes to restaurants.)

PRODUCTION. (WRITING) (25 Min)

a. Students write about the activities they do or don’t do from exercise a. example: I play
tennis and football. I don’t play the piano or the violin. I do karate, but don’t do yoga… (10
min)
b. T. ask some volunteer students to read out their writing in front of the class. (15 min)

PRACTICE (yes, no questions and short answers. ) (25min)

a. Pair work. ss practice the conversation in pairs. In this conversation the target language is
presented in context in an inductive approach.
b. Ss, act out the conversation in front of the class.
c. Homework: students complete the conversation in exercise 4a.

8. IMPLEMENTATION OR INTERVENTION.
The procedure employed for the implementation of the action research project was the following.
After researching similar studies in the matter, I plan a calendar for the intervention stage. The
intervention was planned to last for two weeks. Then, I searched for materials aimed to match different
learning styles. I made the lesson planning which included the materials and then I taught the lessons

13
including the strategies and materials. All this was aimed to help students boost their interest in the
language learning and enhance their language proficiency in an easy, engaging and memorable way.
In conclusion, I have realized that applying various materials in class as well as the implementation
of different teaching strategies that match the students’ learning styles helps my students to become
successful in language acquisition.

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 REFERENCES.

Abella, D. & Salinas, Y. (2006). A Case Study of the Learning Styles in Low-Level Learners in a

Private School in Bogotá. Profile: issues in Teacher’s Professional Development, 7(1), 117-129.

Brown, H.D. (2004). Language Assessment: Principles and Classroom Practices. New York:

Longman.

Burns, A. (1999). Collaborative Action Research for English Language Teachers. Cambridge:

Cambridge University Press.

Eales, F. & Oakes, S. (2012). Speak Out. Starter Students’ Book. England: Pearson Education.

Felder, R.M. & Enriques, E.R. (1995). Learning and Teaching Styles in Foreign and Second Language

Education. Foreign Language Annals. 28 (1), 21-31.

Hawkar, A.A. (2014). Learning styles and their relation to teaching styles. International Journal of

Language and Linguistics. 2(3), 241-245. doi: 10.11648/j.ijll.20140203.23.

Hutchinson, T. (2007). English for Life. Elementary. Student’s book. New York: Oxford University

Press.

Hutchinson, T. (2007). English for Life. Elementary. Workbook. New York: Oxford University Press.

Mulalic, A., Shah, P., & Ahmad, F. (2009). Learning-style preference of ESL students. Asean Journal

of Teaching and Learning in Higher Education 1(2), 9-17.

Richards, J. C., & Lockhart, C. (1996). Reflective Teaching in Second Language Classrooms. New

York: Cambridge University Press.

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Tizazu, S.A. & Ambaye, D.W. (2017). The Effect of Perceptual Learning Styles on the Academic

Achievement of Students in Debre Markos Preparatory and Higher Education School,

Ethiopia. European Journal of Education Studies. 3(9), 342-355. doi: 10.5281/zenodo.885544

Tuan, L.T. (2011). Matching and Stretching Learner’s Learning Styles. Journal of Language

Teaching and Research, 2(2), 285-294. doi:10.4304/jltr.2.2.285-294

[Vela, J.]. (2013, August 30). Daily Routines ESL [Video File]. Retrieved from:

https://youtu.be/g5Autn4ipqk

[Visiesland vocabulary]. (2010, October 17). ESL vocabulary – Routines [ Video File]. Retrieved

from: https://youtu.be/KeoFVNwqZdQ

[ Ya Ha]. (2014, December 26). The Third Person Singular Present Simple Song [Video File].

Retrieved from https://youtu.be/Ua3fTSIGnN0

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APPENDIX 1. DIAGNOSTIC TEST FOR ENGLISH 1.

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Appendix 2. Questionnaire to identify students’ preferred learning style .

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Appendix # 3 Daily routines flashcards.

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 Appendix # 4. Clock. Taken from (speak Out. SB p. 124)

Appendix # 5. Bingo cards.

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APPENDIX # 6. LESSON PLAN 2. WORSHEET # 1.

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APPENDIX # 7. HOMEWORK. LESSON PLAN 2. WORSHEET # 2.

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Appendix # 8. Worksheet # 3.

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Appendix # 9. Gameboard “Let’s talk”. Worksheet #4.

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 Appendix # 10. Worksheet # 5. The Third Person Singular Song.

Directions: Fill in the gaps with the correct word (does, doesn’t or a verb from the box).
Works, sings, shines, keeps, rains, reads, smiles, loves

Student’s name:________________________________________ Date:_________ Group:_____

(1)______she sing? Yes, she _____.
She _____every day.
______ he smile? Yes, he _____.
He always ______at her.
________it rain every winter?
Yes, it does. It rains a lot.
_______ she worry? No, she doesn’t.
She ______usually worry.
_______he shout? No, he doesn’t.
He _______ever shout.
______ their TV work? No, it doesn’t.
It _______work at all. It never ________.
________she read? Yes, she _________.
She ________quite a lot.
________he love her? Yes, he _____.
He ______her very much.
_______the sun shine every morning?
Yes, it ______. It ________on them.
It _______them warm.

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Appendix # 11. Worksheet 06. Free time activities and listening practice.

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Appendix # 12. Worksheet # 7. yes/no Questions and short answers.

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