Republic of the Philippines

CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE

Calabanga | Pasacao | Pili | Sipocot

VARKS: A TOOL TO
ENHANCE SECOND
LANGUAGE LEARNING OF
COLLEGE STUDENTS
CHAPTER 1: INTRODUCTION
Language is a means of communication and a liaison in
everyday human interactions between individuals and
individuals, individuals and communities, and society with
certain nations (Suardi et.al, 2019).
As indicated by Anon (2021), with two-thirds of the
population fluent in English, the Philippines is regarded as
one of the largest English-speaking countries in the world,
ranking third with more than 95% of its population speaks
English. Various local studies show that Filipinos are
proficient in English. This evidence was even reflected
within the Education First Index.
Consistent with Canun (2022), a learning style is your ideal
way of learning supported by your preferences, strengths,
and weaknesses.
According to Fleming and Baume's theories (2006), the
VARK learning style model is a learning style that has been
modified from the VAK model to the VARK learning style.
This learning style is modified by classifying students into
four different modes, namely visual, oral, reading, and
kinesthetic.
In the study conducted by Moayyeri (2015), he investigated
the impact of undergraduate students’ learning preferences
on their language achievement using the VARK model.
In contrast, in a study conducted by Zain et.al (2019), the
Kinesthetic (K) learning style is the preferred learning style
of High achievers, while Read/Write (R) learning style is
more practiced by students with low achievement in
academic performances.
Given the related studies and literature presented here, the
researchers aim to determine the dominant learning styles
in learning second language of the selected 1st – 3rd year
students in Central Bicol State University of Agriculture-Pili
Campus taking up Bachelor of Secondary Education –
Major in English.
Furthermore, the researchers aim to develop a learning tool
aligned with Fleming’s VARK Model that can enhance
students’ second language learning.
STATEMENT OF THE PROBLEM
This study aims to develop a learning tool in enhancing
second language learning of selected English majors.
Specifically, the study seeks to answer the following
questions:
1.What learning style is dominant in learning second
language of the students?
STATEMENT OF THE PROBLEM
2.What aspect of second language learning is dominant in
each learning style?
3.What learning tool can be developed to enhance student’s
second language learning?
STATEMENT OF THE PROBLEM
4. What are the students and experts’ evaluation and
recommendation on the developed tool to enhance second
language learning of college students in terms of:
a. content;
b. format;
c. presentation and organization; and,
d. accuracy and up-to-datedness of information.
OBJECTIVES OF THE STUDY
The main purpose of this study is to develop a learning tool in
enhancing second language learning of college students.
Specifically, the objectives of this study are:
1. Determine the learning styles that is dominant in learning
second language of selected 108 students from 1st - 3rd year
level taking up Bachelor of Secondary Education – Major in
English in CBSUA-Pili;
OBJECTIVES OF THE STUDY

2. Identify the dominant aspect of second language

learning in each learning style (VARKS);
3. Develop a learning tool to enhance student’s
second language learning; and
OBJECTIVES OF THE STUDY
4. Determine the students and experts’ evaluation and
recommendation on the developed tool to enhance
second language learning of college students in terms of:
a. content,
b. format,
c. presentation and organization, and
d. accuracy and up-to-datedness of information
SIGNIFICANCE OF THE STUDY
Students. The findings of this study will assist students in
determining which second language learning style they excel at,
opening the door to improving them through research-based learning
materials. According to Zagada (2018), it is beneficial to determine a
learner's language learning style which conform their preferences as it
increases efficiency and productivity. Furthermore, exploring other
learning styles is also suggested to enhance their learning pace.
SIGNIFICANCE OF THE STUDY
Teachers. This study will provide teachers with information about
their student’s dominant learning styles in learning second language,
which may serve as a springboard for improving their teaching
methods and instructions.
College of Development Education (CDE). The findings of this
study can be utilized to strengthen instruction programs and
strategies to ensure students' learning development.
SIGNIFICANCE OF THE STUDY

Future Researchers. This research is vital for other

researchers who want to investigate the same topic
and will serve as a reference material for future
studies.
SCOPE AND LIMITATIONS OF THE STUDY
This study focuses on VARKS: a tool to enhance second
language learning of selected 108 students from 1st to 3rd
year level taking up Bachelor of Secondary Education
Major in English. The study limits its coverage to the
BSED English from the College of Development
Education of Central Bicol State University of Agriculture
Pili Campus.
SCOPE AND LIMITATIONS OF THE STUDY
The study will be done through the utilization of online
survey. This study does only cover the receptive (visual,
auditory, and reading) and productive skills (writing and
speaking) in learning the second language. The scope of
this study primarily centers around: (1) the dominant
learning styles in learning second language of the
students,
SCOPE AND LIMITATIONS OF THE STUDY
(2) the dominant aspect of second language learning in
each learning style, (3) the learning tool that can be
developed to enhance students’ second language learning,
and (4) the students and experts’ evaluation and
recommendation on the developed tool to enhance second
language learning of college students. The study will be
conducted from September until December 2022.
 Fleming VARK Theory (Fleming, 1987)
This theory suggests that there are four types of learning
styles namely, visual, auditory, reading/writing, and
kinesthetic.
VARKS: A Tool to
Piaget’s Cognitive Theory (1952) Enhance Second
Exposure to the world allows a child's mind to develop, in Language
turn, allowing language to develop. Learning of
College Students
Hyme’s Theory of Communicative Competence (1972)
The ability to understand and use language effectively to
communicate in authentic social and school environments.
.

Figure 1. Theoretical Framework of the study

 INPUT PROCESS OUTPUT
The dominant second
language learning: Analysis of data
• Visual through: Validated
 Online survey
• Auditory learning
• Reading/Writing (google forms)
• Kinesthetic  Statistical and tool
scientific  
• Speaking
The dominant aspect of treatment
second language Preparation,
learning in each evaluation, and
validation of the
learning
learning tool

Figure 2. Conceptual Framework of the study

DEFINITION OF TERMS
Auditory – The auditory learner can learn second
language even as effectively by listening. This method of
learning relies on hearing lectures, hearing an educator
explain a concept, or using audio-lingual resources like
audiobooks and podcasts.
DEFINITION OF TERMS
Comprehension – The most important aspect of
learning the second language for as it is the ability to
understand and process different elements of spoken or
written language such as the meaning of the words and
how words are put together forming sentences.
DEFINITION OF TERMS
Grammar – This aspect of language learning improves
communication and ability of logical thinking. The
structural sequence and order of words expresses
thoughts, feelings, and ideas in the language correctly.
DEFINITION OF TERMS
Kinesthetic - This style makes use of a lively method of
learning, meaning the more communication and immersion
there’s, the more the learner grasps the language. It’s
simply learning by experiencing and making use of
movement i.e. moving while learning is actually the
principle.
DEFINITION OF TERMS
Learning Style - A set of preferences based on
cognitive, emotional, and environmental factors. Mainly,
student’s learning style is what works best for them – be
that taking note of instructions, reading through materials,
taking notes, or getting your hands dirty with new tasks
and checking the manual later.
DEFINITION OF TERMS
Reading/ Writing - This kind of learning style centers more
on reading a text and taking down notes. This refers to the sort
of learning style wherein learning second language is via
displayed of texts and words.
Second Language – Refers to English as the second
language used by the college students of Central Bicol State
University of Agriculture – Pili Campus.
DEFINITION OF TERMS
Speaking – Defined as the delivery of language through
the mouth. Learners learn best through vocalized form of
processing information and communication. They are prone to
sorting their ideas after speaking since saying things out loud
helps them learn the language.
DEFINITION OF TERMS
VARKS – A learning tool emphasizing visual, auditory,
reading/writing, kinesthetic, and speaking learning styles
consisting of series of activities that can be utilized in
enhancing second language learning.
DEFINITION OF TERMS
Visual - Those that learn best second language through the
use of visual materials including pictures, flashcards, videos,
movies, books, and colors are known as visual learners to
assist people process the information being delivered, this
method mostly uses tangible materials. In essence, visual aids
assist the scholar in visualizing the words.
DEFINITION OF TERMS
Vocabulary – An aspect of language learning that serves as the
basis or foundation of language. This aspect can be used in
expressing thoughts and ideas, share information, and understand
others through the second language used by the college students,
hence, has a positive and immediate effect on the improvement of
language learning process.
CHAPTER 2: METHODOLOGY
This chapter presents the methods and procedures used
in the conduct of the study towards the attainment of the
objectives. Contained in the study are the research
design, research method, data gathering procedure, and
statistical treatment of data.
RESEARCH DESIGN
• The researchers will utilize the descriptive and
developmental research designs in gathering information.

RESEARCH METHOD
• This study will be using mixed methods, the qualitative
and quantitative.
• In this study, stratified random sampling and convenience
sampling method will be used in selecting the respondents
of the study.
RESEARCH METHOD
• This study will utilize a survey through Google
Forms which composed of 45 items.
• 15 statements for each aspect of second language
learning aligned to every learning style to be
distributed randomly.
• Each respondent will select and rate their
agreement in each statement anchored with
Fleming’s VARK using the 4-point Likert Scale.
DATA GATHERING PROCEURE
• A total of one hundred thirty-eight (138) students will be
identified as respondents of the study
• In determining the dominant learning styles and
identifying the dominant aspect of second language
learning in each learning style, 108 students from 1st to
3rd year level BSEd English will be randomly selected.
DATA GATHERING PROCEURE
• A 4-point Likert Scale (4-always, 3-often, 2-rarely,
1-never) will be utilized in the survey to determine
the dominant learning styles in learning second
language and to identify the aspect of second
language learning that is dominant in each learning
style.
• It will be tallied using frequency counts and
calculated using weighted mean.
DATA GATHERING PROCEURE
• Meanwhile, in evaluating the developed learning
enhancement tool, the researchers will identify
thirty (30) students from six (6) colleges (five (5)
students per college).
STATISTICAL TREATMENT OF DATA
The data will be gathered, collected, tallied, computed, and
interpreted by the researchers using the appropriate statistical
tools. Specifically, descriptive statistics will be used, such as
frequency count and weighted mean to determine the dominant
learning styles in learning second language of the selected one
hundred eight (108) students from 1st to 3rd year BSED English of
Central Bicol State University of Agriculture-Pili Campus.
STATISTICAL TREATMENT OF DATA
The results of the survey will be interpreted through
computing the weighted mean for each learning style/aspect of
learning. The learning styles and aspect of learning that
garnered the highest weighted mean will be determined and
recognized.
 CHAPTER III: RESULTS AND
DISCUSSIONS
This chapter displays the analysis, presentation, and
interpretation of the findings resulting from this study. The
analysis and interpretation of the data were carried out, which
is based on the results of the questionnaire dealing with
quantitative analysis of data and evaluation. On the other
hand, both deal with quantitative and qualitative analysis.
 Table 1. Dominant Learning Style in Second Language
Learning of College Students

Adjectival
LEARNING STYLES Average Rate Interpretation
Description

Visual 3.45 Often Moderately Utilized

Auditory 3.32 Often Moderately Utilized

Reading/Writing 3.54 Always Highly Utilized

Kinesthetic 3.33 Often Moderately Utilized

Speaking 3.35 Often Moderately Utilized

Legend: 1.00 – 1.50 Never (Not Utilized); 1.51 -2.50 Rarely (Slightly Utilized); 2.51 – 3.50 Often (Moderately
Utilized); 3.51 – 4.00 Always (Highly Utilized)
 According to Rujani (2019), reading becomes
one of the most important skills in learning
English which many students are not mastering
yet in gaining and comprehending information in
a text, especially in their reading achievement.
Table 2. Aspect of Second Language Learning Dominant in
Each Learning Style
ASPECTS OF
Adjectival
LANGUAGE Average Rate Interpretation
Descriptions
LEARNING
Visual      
Often Moderately
Comprehension 3.41
Utilized
Often Moderately
Grammar 3.46
Utilized
Often Moderately
Vocabulary 3.48
Utilized
Auditory      
Comprehension 3.54 Always Highly Utilized
Grammar 3.22 Often Moderately
Utilized
Vocabulary 3.20 Often Moderately
Utilized
Reading/Writing      
Comprehension 3.53 Always Highly Utilized
Grammar 3.43 Often Moderately Utilized
Vocabulary 3.65 Always Highly Utilized
Kinesthetic      
Comprehension 3.32 Often Moderately Utilized
Grammar 3.16 Often Moderately Utilized
Vocabulary 3.50 Always Moderately Utilized
Speaking      
Comprehension 3.06 Often Moderately Utilized
Grammar 3.48 Often Moderately Utilized
Vocabulary 3.51 Always Highly Utilized

Legend: 1.00 – 1.50 Never (Not Utilized); 1.51 -2.50 Rarely (Slightly Utilized); 2.51 – 3.50 Often (Moderately Utilized);
3.51 – 4.00 Always (Highly Utilized)
These results are supported by Nation (2015) as he noted in his
paper on vocabulary learning: “Vocabulary is not an end in itself.
A rich vocabulary makes the skills of listening, speaking, reading,
and writing easier to perform.” In other words, vocabulary makes
learning more effective since it helps learners to express their
thoughts in any of their macro skills with a variety of words that
can make a concept meaningful and specific.
 Developed Tool to Enhance Second Language
Learning
One of the objectives of this study is to develop a learning tool that will
enhance a student’s second language learning. The 32-page
developed learning tool contains various activities, which are
categorized into five learning styles: visual, auditory, reading/writing,
kinesthetic, and speaking (VARKS). These activities are also sub-
categorized into three aspects: comprehension, grammar, and
vocabulary.
According to Omar et al. (2020), interactive language
learning activities increased their confidence to use the
English language with their friends. It was because
interactive language learning activities provide learners
with a positive environment to use the English
language (pg. 1014-15).
 Students’ and Experts’ Evaluation on the Developed
Tool to Enhance Second Language Learning
The evaluation form utilized for the evaluation of the developed
learning tool, entitled “VARKS: A tool to enhance second language
learning”, was adapted from the Guidelines and Processes for
Learning Resource Management and Development System (LRMDS)
Assessment and Evaluation- Evaluation Rating Sheet for Printed
Resources.
 Table 3. Student’s Evaluation of the Developed
Learning Tool
Average
FACTOR Interpretation
Score
1. Content 26.73 Passed
2. Format 69.3 Passed
3. Presentation and Organization 19.26 Passed

4. Accuracy and Up-to-datedness of 24 Passed

Information

Note: For Content, score must be at least 21 points; For Format, score must be at least 54 points; For Presentation and
Organization, score must be at least 15 points; For Accuracy and Up-to-datedness of Information, score must be at least 24
points.
 Table 4. Expert’s Evaluation of the Developed
Learning Tool
Average
FACTOR Interpretation
Score
1. Content 27.5 Passed
2. Format 69.5 Passed
3. Presentation and Organization 19.5 Passed
4. Accuracy and Up-to-datedness of 24 Passed
Information
Note: For Content, score must be at least 21 points; For Format, score must be at least 54 points; For Presentation and
Organization, score must be at least 15 points; For Accuracy and Up-to-datedness of Information, score must be at least 24
points.
 Table 5. Overall Evaluation of the Developed Learning
Tool
Average
FACTOR Interpretation
Score
1. Content 27.12 Passed
2. Format 69.4 Passed
3. Presentation and Organization 19.38 Passed

4. Accuracy and Up-to-datedness of 24 Passed

Information
Note: For Content, score must be at least 21 points; For Format, score must be at least 54 points; For Presentation and
Organization, score must be at least 15 points; For Accuracy and Up-to-datedness of Information, score must be at least 24
points.
The results of the students’ and experts’ evaluations are
supported by the findings of various studies. Chinwendu
(2014), cited by Tan (2019), explained that lexico-syntactic
errors contained in the teaching materials if not fixed
would make students merely the conveyor belt of errors
contained in the teaching materials.
In terms of format, the appropriateness of colors still
needs enhancement. As explained by Olurinola (2015),
cited by Tan (2019), colors have a positive effect on the
attention-retention rate of students inside the classroom.
Additionally, Chang (2018) argued that colors play a
significant role in reducing cognitive overload in the
learning process.
 Meanwhile, De la Cruz (2015) pointed out that
instructional materials need to have relevance for
the objective of the lesson which have been agreed
Ali (2010) that the stated objectives of the module
lead to instructional quality.
CHAPTER IV:
SUMMARY, FINDINGS, CONCLUSIONS,
AND RECOMMENDATIONS
This chapter presents the summary, findings, conclusions,
and recommendations of the study, which is derived from the
data presented in the preceding chapter about VARKS: A tool
to enhance second language learning of college students.
SUMMARY
This study aims to develop a learning tool to enhance the
second language learning of college students. The specific
objectives of this study are (1) to determine the learning style that
is dominant in learning a second language of selected 108
students from 1st - 3rd-year level taking up Bachelor of Secondary
Education – Major in English in CBSUA-Pili, (2) to identify the
dominant aspect of second language learning in each learning
style (VARKS),
SUMMARY
(3) develop a learning tool to enhance student’s second
language learning, and (4) determine the students and experts’
evaluation and recommendation on the developed tool to
enhance second language learning of college students in
terms of content, format, presentation and organization, and
accuracy and up-to-datedness of information.
SUMMARY
The descriptive-developmental method was used in the
conduct of the study. The descriptive method was utilized to
reveal the dominant learning styles in learning a second
language. The developmental method, on the other hand, was
utilized in developing a tool for enhancing the second language
learning of college students.
SUMMARY
The respondents of the study are 1st to 3rd-year BSE-English of
the College of Development Education for the academic year
2022-2023. Stratified random sampling was used in selecting the
respondents. One hundred eight (108) students answered the
questionnaire through Google Forms. The survey questionnaire
through Google Forms was used to determine the dominant
learning style and aspect of second language learning on each
learning style of college students.
FINDINGS
The study found out that:
(1) Reading/writing is the dominant learning style in second
language learning of college students, with an average rate of
3.54 (highly utilized),
(2) The dominant aspect of second language learning in
Visual, Reading/Writing, Kinesthetic, and Speaking is
vocabulary while in Auditory, the dominant aspect is
comprehension,
FINDINGS
(3) A learning tool, entitled: "VARKS: A Tool to Enhance
Second Language Learning, was developed, and
(4) the developed learning tool passed all the criterion
of the students' and experts' evaluation, from factor 1 to 4.
CONCLUSIONS
1. The dominant learning style in second language
learning of college students is Reading/Writing.
2. The dominant aspect of second language learning in
Visual, Reading/Writing, Kinesthetic, and Speaking is
vocabulary while in Auditory, the dominant aspect is
comprehension.
CONCLUSIONS
3. The researchers developed a learning tool entitled
VARKS: A Tool to Enhance Second Language
Learning.
4. The developed learning tool passed all the criterion of
the students’ and experts’ evaluation, from factor 1 to
factor 4.
RECOMMENDATIONS
1. The College of Development Education may come up
with an assessment of the college students in their
dominant learning style and develop a program to
enhance their learning style.
2. A similar study may be conducted to validate and
evaluate the learning tool.
RECOMMENDATIONS
3. The developed learning tool may be used to enhance
the students’ second language learning.
4. Other researchers may make revisions and improve
the content and design of the developed learning tool,
provided that they are duly permitted by the
researchers.