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The findings contain: (1) Learning styles affect the results of learning listening skill differently; (2) Identifying learning styles brings considerable benefits to the area of teaching and learning listening skill. | Tạp chí Khoa học Ngôn ngữ và Văn hóa ISSN 2525-2674 Tập 1, Số 2, 2017 IDENTIFYING LEARNING STYLES OF STUDENTS IN DEVELOPING LISTENING SKILL IN ENGLISH CLASSES Nguyen Thi Dieu Hien* Quang Dien Centre for Continuing Education and Career Education Received: 25/07/2017; Revised: 15/08/2017; Accepted: 21/08/2017 Abstract: The project “Identifying learning styles of students in developing listening skill in English classes” has been carried out with a view to provide the effectiveness of teaching and learning listening skill for students. Qualitative and quantitative methods were used to collect and analyze questionnaire, observation, interview with 90 students of grade 11 and 10 teachers from English classes, which led to the identification of critical issues related to listening learning and teaching. The findings contain: (1) Learning styles affect the results of learning listening skill differently; (2) Identifying learning styles brings considerable benefits to the area of teaching and learning listening skill. Key words: benefits, identification, learning styles, listening skill 1. Introduction English teaching involves four skills: listening, speaking, reading, and writing. Among them, listening is a difficult language skill to master through the teaching and learning process. Our communication is mainly based on listening because it is the foundation for effective interaction. Failure to listen is probably the cause of more interpersonal problems than any other aspects of human behavior. It has been estimated that adults spend almost half their communication time on listening, and students may receive as much as ninety percents of their in-school information through listening to instructors and to one another. Often, however, English learners do not recognize the level of effort that goes into developing listening ability. According to English teachers, the reasons for this include both extrinsic aspects (such as teachers’ instruction before .
