Description:
AbstractA
s the majority of students are often regarded by teachers and consider
themselves as passive learners, empirical evidence should be provided to help both
teachers and students gain better understanding of the learning styles and approaches
being employed by most Vietnamese students of English language. This paper
examines(1) the widely held misconception of a passive language learner from the
students’ perspectives and (2) the creativity of the ‘presumably’ passive language
learners. Non-first-year students learning English as a foreign language at Ton Duc
Thang University (TDTU) responded to a survey of five questions showing their
perceptions and behaviors with reference to their learning styles. The students’ creative
performance through a translation test were also evaluated. The results suggest that
there is a real need to help students reconsider what a passive learner is since the
students’ perceptions and their learning behaviors are in consistent, meanwhile they
could produce a relatively high level of creativity in their translation works.