AN OVERVIEW OF LECTURER'S TEACHING STYLES AND RESEARCH DIRECTIONS FOR EDUCATION IN VIETNAM
Main Article Content
Abstract
Teaching style is known to be one of the factors influencing students' behavior and success in learning, and it is also a widely researched topic in education. Through the synthesis and analysis of previous studies, the article provides an overview of research regarding the lecturer's teaching style. Studies in this field are mainly conducted along three main directions: research on teaching style models, research on the influence of teaching style on learners and the learning process, and research on factors influencing teaching style. The research results indicate a global interest in theoretical and practical issues related to teaching styles in higher education. However, in Vietnam, this research area is still limited, hence both theoretical and practical research is needed to support Vietnamese lecturers in selecting and adjusting teaching styles to meet the increasingly complex needs of the modern education environment.
Keywords
higher education, lecturer's teaching style, teaching style
Article Details
References
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Akram Awla, H. (2014). Learning styles and their relation to teaching styles. International Journal of Language and Linguistics, 2(3), 241–245. https://doi.org/10.11648/j.ijll.20140203.23
Aktan, S. (2012). Öğrencilerin akademik başarısı, öz düzenleme becerisi, motivasyonu ve öğretmenlerin öğretim stilleri arasındaki ilişki [The relationship between students' academic achievement, self-regulation, motivation and teachers' teaching styles]. Doktora tezi, Balikesir Üniversitesi.
Asif Tanveer, M., Fras Farooq, M., Danial Aslam, H., & Farooq Shabbir, M. (2012). Influence of teacher on student’ learning motivation in management sciences studies. American Journal of Scientific Research, 67, 76-87.
Beckett, K. D. (1991). The effects of two teaching styles on college students’ achievement of selected physical education outcomes. Journal of Teaching in Physical Education, 10(2), 153-169. https://doi.org/10.1123/jtpe.10.2.153
Boyce, B. A. (2016). The effects of three styles of teaching on university students’ motor performance. Journal of Teaching in Physical Education, 11(4), 389-401. https://doi.org/10.1123/jtpe.11.4.389
Broudy, H. S. (1984). The best teacher you ever had: Three modes of teaching and their evaluation. Faculty Forum, Fourth National Institute on the Teaching of Psychology to Undergraduates, Clearwater Beach.
Butler, K. (1987). Learning and teaching style: In theory & practice. Doctoral dissertation, Connecticut University.
Chan, S., Maneewan, S., & Koul, R. (2021). Teacher educators’ teaching styles: relation with learning motivation and academic engagement in pre-service teachers. Teaching in Higher Education, 1-22. https://doi.org/10.1080/13562517.2021.1947226
Chetty, N. D. S., Handayani, L., Sahabudin, N. A., Ali, Z., Hamzah, N., Rahman, N. S. A., & Kasim, S. (2019). Learning styles and teaching styles determine students’ academic performances. International Journal of Evaluation and Research in Education, 8(3), 610-615. https://doi.org/10.11591/ijere.v8i3. 20345
Cinches, M. F. C., Russell, R. L. V, Chavez, J. C., & Ortiz, R. O. (2017). Student engagement: Defining teacher effectiveness and teacher engagement. Journal of Institutional Research in South East Asia, 15(1), 5-19.
Cornelius-White, J. (2007). Learner-centered teacher-student relationships are effective: A meta-analysis. Review of Educational Research, 77(1), 113-143. https://doi.org/10.3102/003465430298563
Fischer, B. B., & Fischer, L. (1979). Styles in teaching and learning. Educational Leadership, 36(4), 245-254.
Grasha, A. F. (1994). A matter of style: The teacher as expert, formal authority, personal model, facilitator, and delegator. College Teaching, 42(4), 142-149. https://doi.org/10.1080/87567555.1994.9926845
Grasha, A. F. (2002). The dynamics of one-on-one teaching. College Teaching, 50(4), 139-146. https://doi.org/10.1080/87567550209595895
Grasha, A. F., & Yangarber-Hicks, N. (2000). Integrating teaching styles and learning styles with instructional technology. College Teaching, 48(1), 2-10. https://doi.org/10.1080/87567550009596080
Gu, X., Ritter, S. M., Koksma, J., & Dijksterhuis, A. (2021). The influence of school type and perceived teaching style on students’ creativity. Studies in Educational Evaluation, 71, 1-13. https://doi.org/10.1016/j.stueduc.2021.101084
Gyori, Á., & Czakó, Á. (2020). The impact of different teaching methods on learning motivation - A sociological case study on Hungarian vocational education. International Journal of Innovation and Learning, 27(1), 1-18. https://doi.org/10.1504/IJIL.2020.103885
Heimlich, J. E., & Norland, E. (2002). Teaching style: Where are we now? New Direction For Adult And Continuing Education, 93, 17-25.
Huang, C., & Qi, Z. (2022). How teaching style influences learning effectiveness through learning motivation: An example of an advanced mathematics course for undergraduate students at university. International Journal of Research in Business & Social Science, 11(6), 468-477.
Inayat, A., & Ali, D. A. Z. (2020). Influence of teaching style on students’ engagement, curiosity and exploration in the classroom. Journal of Education and Educational Development, 7(1), 87. https://doi.org/10.22555/joeed.v7i1.2736
Ivanova, M., Shlenskaya, N., Mekeko, N., & Kashkarova, T. (2019). The influence of the teaching style of communication on the motivation of students to learn foreign languages. Journal of Language and Education, 5(2), 67-77. https://doi.org/10.17323/jle.2019.9695
Jiang, A. L., & Zhang, L. J. (2021). University teachers’ teaching style and their students’ agentic engagement in EFL learning in China: A self-determination theory and achievement goal theory integrated perspective. Frontiers in Psychology, 12, 1-11. https://doi.org/10.3389/fpsyg.2021.704269
Karataş, E., & Yalin, H. I. (2021). The impact of matching learning-teaching styles on students’ academic achievement. Eurasian Journal of Educational Research, 92, 377-402. https://doi.org/10.14689/ejer.2021.92.19
Karatepe, R., & Salman, M. (2022). The relationship between teachers’ teaching styles and their attitudes towards distance education. Journal of Advanced Education Studies, 4(1), 1-14. https://doi.org/10.48166/ejaes.1087510
Leo, F. M., Mouratidis, A., Pulido, J. J., López-Gajardo, M. A., & Sánchez-Oliva, D. (2022). Perceived teachers’ behavior and students’ engagement in physical education: the mediating role of basic psychological needs and self-determined motivation. Physical Education and Sport Pedagogy, 27(1), 59-76. https://doi.org/10.1080/17408989.2020.1850667
Levine, G. (1998). Changing anticipated mathematics teaching style and reducing anxiety for teaching mathematics among pre-service elementary school teachers. Educational Research Quarterly, 21(4), 37-46.
Lynch, D., Smith, R., Provost, S., Yeigh, T., & Turner, D. (2017). The correlation between “teacher readiness” and student learning improvement. International Journal of Innovation, Creativity and Change, 3(1), 1-12.
Marzano, R. J., Marzano, J. S., & Pickering, D. (2003). Classroom management that works: Research- based strategies for every teacher. ASCD.
Mat Halif, M., Hassan, N., Muhamed, A. A., Abd Rahim, N. N., Abu Bakar, M. Z., & Hassan, M. F. (2022). The moderating effects of teaching and cultural variables on the relationship between learning styles and student engagement. International Journal of Academic Research in Business and Social Sciences, 12(6), 410–417. https://doi.org/10.6007/ijarbss/v12-i6/13859
Morgan, K., Kingston, K., & Sproule, J. (2005). Effects of different teaching styles on the teacher behaviours that influence motivational climate and pupils’ motivation in physical education. European Physical Education Review, 11(3), 257-285. https://doi.org/10.1177/1356336X05056651
Nguyen, H. T. (2020). Phan tich so sanh tac dong cua cac phong cach giang day cua giang vien dai hoc toi kha nang sang tao trong hoc tap cua sinh vien [Comparative analysis of the impact of university lecturers' teaching styles on students' creativity in learning]. Proceedings of the conference "Flexible adaptation, raising new heights", Van Hien University.
Patall, E. A., Dent, A. L., Oyer, M., & Wynn, S. R. (2013). Student autonomy and course value: The unique and cumulative roles of various teacher practices. Motivation and Emotion, 37(1), 14-32. https://doi.org/10.1007/s11031-012-9305-6
Phan, H. T. N. (2012). Moi quan he giua phuong phap giang day va phong cach hoc tap, tac dong den kien thuc thu nhan cua sinh vien khoa quan tri kinh doanh tai Tp.HCM [The relationship between teaching methods and learning styles, affecting the knowledge acquired by students of the Faculty of Business Administration in Ho Chi Minh City]. Master thesis, University of Economics Ho Chi Minh City.
Quirk, M. E. (1994). How to learn and teach in medical school: A learner-centered approach. New York: Charles C. Thomas Publishers.
Reeve, J., & Shin, S. H. (2020). How teachers can support students’ agentic engagement. Theory into Practice, 59(2), 150-161. https://doi.org/10.1080/00405841.2019.1702451
Roksa, J., Trolian, T. L., Blaich, C., & Wise, K. (2017). Facilitating academic performance in college: understanding the role of clear and organized instruction. Higher Education, 74(2), 283–300. https://doi.org/10.1007/s10734-016-0048-2
Shaari, A. S., Yusoff, N. M., Ghazali, I. M., Osman, R. H., & Dzahir, N. F. M. (2014). The relationship between lecturers’ teaching style and students’ academic engagement. Procedia - Social and Behavioral Sciences, 118, 10-20. https://doi.org/10.1016/j.sbspro.2014.02.002
Sheikh, A., & Mahmood, N. (2014). Effect of different teaching styles on students’ motivation towards English language learning at secondary level. Sci.Int (Lahore), 26(2), 825-830.
Thoonen, E. E. J., Sleegers, P. J. C., Peetsma, T. T. D., & Oort, F. J. (2011). Can teachers motivate students to learn? Educational Studies, 37(3), 345-360. https://doi.org/10.1080/03055698.2010.507008.
Ünal, M. (2017). Analysis of teaching styles of teachers and prospective teachers in terms of different variables. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 17(2), 932-947.
Yang, C. B., & Dong, M. K. (2017). A study of the correlation between teachers’ teaching styles and students’ participation motivation in the physical education. Journal of Baltic Science Education, 16(2), 199-206. https://doi.org/10.33225/jbse/17.16.199.
Yeşilyurt, E., Okudan, Ü., & Kizilaslan, B. (2020). Teaching style models: A comprehensive review in the context of theoretical basics. The Journal of International Social Research, 13(72), 722-745.
Yoshida, F., Conti, G. J., Yamauchi, T., & Iwasaki, T. (2014). Development of an instrument to measure teaching style in Japan: The teaching style assessment scale. Journal of Adult Education, 43(1), 11-19.
Akram Awla, H. (2014). Learning styles and their relation to teaching styles. International Journal of Language and Linguistics, 2(3), 241–245. https://doi.org/10.11648/j.ijll.20140203.23
Aktan, S. (2012). Öğrencilerin akademik başarısı, öz düzenleme becerisi, motivasyonu ve öğretmenlerin öğretim stilleri arasındaki ilişki [The relationship between students' academic achievement, self-regulation, motivation and teachers' teaching styles]. Doktora tezi, Balikesir Üniversitesi.
Asif Tanveer, M., Fras Farooq, M., Danial Aslam, H., & Farooq Shabbir, M. (2012). Influence of teacher on student’ learning motivation in management sciences studies. American Journal of Scientific Research, 67, 76-87.
Beckett, K. D. (1991). The effects of two teaching styles on college students’ achievement of selected physical education outcomes. Journal of Teaching in Physical Education, 10(2), 153-169. https://doi.org/10.1123/jtpe.10.2.153
Boyce, B. A. (2016). The effects of three styles of teaching on university students’ motor performance. Journal of Teaching in Physical Education, 11(4), 389-401. https://doi.org/10.1123/jtpe.11.4.389
Broudy, H. S. (1984). The best teacher you ever had: Three modes of teaching and their evaluation. Faculty Forum, Fourth National Institute on the Teaching of Psychology to Undergraduates, Clearwater Beach.
Butler, K. (1987). Learning and teaching style: In theory & practice. Doctoral dissertation, Connecticut University.
Chan, S., Maneewan, S., & Koul, R. (2021). Teacher educators’ teaching styles: relation with learning motivation and academic engagement in pre-service teachers. Teaching in Higher Education, 1-22. https://doi.org/10.1080/13562517.2021.1947226
Chetty, N. D. S., Handayani, L., Sahabudin, N. A., Ali, Z., Hamzah, N., Rahman, N. S. A., & Kasim, S. (2019). Learning styles and teaching styles determine students’ academic performances. International Journal of Evaluation and Research in Education, 8(3), 610-615. https://doi.org/10.11591/ijere.v8i3. 20345
Cinches, M. F. C., Russell, R. L. V, Chavez, J. C., & Ortiz, R. O. (2017). Student engagement: Defining teacher effectiveness and teacher engagement. Journal of Institutional Research in South East Asia, 15(1), 5-19.
Cornelius-White, J. (2007). Learner-centered teacher-student relationships are effective: A meta-analysis. Review of Educational Research, 77(1), 113-143. https://doi.org/10.3102/003465430298563
Fischer, B. B., & Fischer, L. (1979). Styles in teaching and learning. Educational Leadership, 36(4), 245-254.
Grasha, A. F. (1994). A matter of style: The teacher as expert, formal authority, personal model, facilitator, and delegator. College Teaching, 42(4), 142-149. https://doi.org/10.1080/87567555.1994.9926845
Grasha, A. F. (2002). The dynamics of one-on-one teaching. College Teaching, 50(4), 139-146. https://doi.org/10.1080/87567550209595895
Grasha, A. F., & Yangarber-Hicks, N. (2000). Integrating teaching styles and learning styles with instructional technology. College Teaching, 48(1), 2-10. https://doi.org/10.1080/87567550009596080
Gu, X., Ritter, S. M., Koksma, J., & Dijksterhuis, A. (2021). The influence of school type and perceived teaching style on students’ creativity. Studies in Educational Evaluation, 71, 1-13. https://doi.org/10.1016/j.stueduc.2021.101084
Gyori, Á., & Czakó, Á. (2020). The impact of different teaching methods on learning motivation - A sociological case study on Hungarian vocational education. International Journal of Innovation and Learning, 27(1), 1-18. https://doi.org/10.1504/IJIL.2020.103885
Heimlich, J. E., & Norland, E. (2002). Teaching style: Where are we now? New Direction For Adult And Continuing Education, 93, 17-25.
Huang, C., & Qi, Z. (2022). How teaching style influences learning effectiveness through learning motivation: An example of an advanced mathematics course for undergraduate students at university. International Journal of Research in Business & Social Science, 11(6), 468-477.
Inayat, A., & Ali, D. A. Z. (2020). Influence of teaching style on students’ engagement, curiosity and exploration in the classroom. Journal of Education and Educational Development, 7(1), 87. https://doi.org/10.22555/joeed.v7i1.2736
Ivanova, M., Shlenskaya, N., Mekeko, N., & Kashkarova, T. (2019). The influence of the teaching style of communication on the motivation of students to learn foreign languages. Journal of Language and Education, 5(2), 67-77. https://doi.org/10.17323/jle.2019.9695
Jiang, A. L., & Zhang, L. J. (2021). University teachers’ teaching style and their students’ agentic engagement in EFL learning in China: A self-determination theory and achievement goal theory integrated perspective. Frontiers in Psychology, 12, 1-11. https://doi.org/10.3389/fpsyg.2021.704269
Karataş, E., & Yalin, H. I. (2021). The impact of matching learning-teaching styles on students’ academic achievement. Eurasian Journal of Educational Research, 92, 377-402. https://doi.org/10.14689/ejer.2021.92.19
Karatepe, R., & Salman, M. (2022). The relationship between teachers’ teaching styles and their attitudes towards distance education. Journal of Advanced Education Studies, 4(1), 1-14. https://doi.org/10.48166/ejaes.1087510
Leo, F. M., Mouratidis, A., Pulido, J. J., López-Gajardo, M. A., & Sánchez-Oliva, D. (2022). Perceived teachers’ behavior and students’ engagement in physical education: the mediating role of basic psychological needs and self-determined motivation. Physical Education and Sport Pedagogy, 27(1), 59-76. https://doi.org/10.1080/17408989.2020.1850667
Levine, G. (1998). Changing anticipated mathematics teaching style and reducing anxiety for teaching mathematics among pre-service elementary school teachers. Educational Research Quarterly, 21(4), 37-46.
Lynch, D., Smith, R., Provost, S., Yeigh, T., & Turner, D. (2017). The correlation between “teacher readiness” and student learning improvement. International Journal of Innovation, Creativity and Change, 3(1), 1-12.
Marzano, R. J., Marzano, J. S., & Pickering, D. (2003). Classroom management that works: Research- based strategies for every teacher. ASCD.
Mat Halif, M., Hassan, N., Muhamed, A. A., Abd Rahim, N. N., Abu Bakar, M. Z., & Hassan, M. F. (2022). The moderating effects of teaching and cultural variables on the relationship between learning styles and student engagement. International Journal of Academic Research in Business and Social Sciences, 12(6), 410–417. https://doi.org/10.6007/ijarbss/v12-i6/13859
Morgan, K., Kingston, K., & Sproule, J. (2005). Effects of different teaching styles on the teacher behaviours that influence motivational climate and pupils’ motivation in physical education. European Physical Education Review, 11(3), 257-285. https://doi.org/10.1177/1356336X05056651
Nguyen, H. T. (2020). Phan tich so sanh tac dong cua cac phong cach giang day cua giang vien dai hoc toi kha nang sang tao trong hoc tap cua sinh vien [Comparative analysis of the impact of university lecturers' teaching styles on students' creativity in learning]. Proceedings of the conference "Flexible adaptation, raising new heights", Van Hien University.
Patall, E. A., Dent, A. L., Oyer, M., & Wynn, S. R. (2013). Student autonomy and course value: The unique and cumulative roles of various teacher practices. Motivation and Emotion, 37(1), 14-32. https://doi.org/10.1007/s11031-012-9305-6
Phan, H. T. N. (2012). Moi quan he giua phuong phap giang day va phong cach hoc tap, tac dong den kien thuc thu nhan cua sinh vien khoa quan tri kinh doanh tai Tp.HCM [The relationship between teaching methods and learning styles, affecting the knowledge acquired by students of the Faculty of Business Administration in Ho Chi Minh City]. Master thesis, University of Economics Ho Chi Minh City.
Quirk, M. E. (1994). How to learn and teach in medical school: A learner-centered approach. New York: Charles C. Thomas Publishers.
Reeve, J., & Shin, S. H. (2020). How teachers can support students’ agentic engagement. Theory into Practice, 59(2), 150-161. https://doi.org/10.1080/00405841.2019.1702451
Roksa, J., Trolian, T. L., Blaich, C., & Wise, K. (2017). Facilitating academic performance in college: understanding the role of clear and organized instruction. Higher Education, 74(2), 283–300. https://doi.org/10.1007/s10734-016-0048-2
Shaari, A. S., Yusoff, N. M., Ghazali, I. M., Osman, R. H., & Dzahir, N. F. M. (2014). The relationship between lecturers’ teaching style and students’ academic engagement. Procedia - Social and Behavioral Sciences, 118, 10-20. https://doi.org/10.1016/j.sbspro.2014.02.002
Sheikh, A., & Mahmood, N. (2014). Effect of different teaching styles on students’ motivation towards English language learning at secondary level. Sci.Int (Lahore), 26(2), 825-830.
Thoonen, E. E. J., Sleegers, P. J. C., Peetsma, T. T. D., & Oort, F. J. (2011). Can teachers motivate students to learn? Educational Studies, 37(3), 345-360. https://doi.org/10.1080/03055698.2010.507008.
Ünal, M. (2017). Analysis of teaching styles of teachers and prospective teachers in terms of different variables. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 17(2), 932-947.
Yang, C. B., & Dong, M. K. (2017). A study of the correlation between teachers’ teaching styles and students’ participation motivation in the physical education. Journal of Baltic Science Education, 16(2), 199-206. https://doi.org/10.33225/jbse/17.16.199.
Yeşilyurt, E., Okudan, Ü., & Kizilaslan, B. (2020). Teaching style models: A comprehensive review in the context of theoretical basics. The Journal of International Social Research, 13(72), 722-745.
Yoshida, F., Conti, G. J., Yamauchi, T., & Iwasaki, T. (2014). Development of an instrument to measure teaching style in Japan: The teaching style assessment scale. Journal of Adult Education, 43(1), 11-19.