TẠP CHÍ KHOẠ HOC YERSÍN – CHUYEN ĐE KHOẠ HOC CONG NGHE

THE PREFERRED LEARNING STYLES AMONG

ENGLISH-MAJORED STUDENTS AT YERSIN
UNIVERSITY OF DALAT
Phạm Thị Tranh Thanh1

TÓM TẮT
Title: Phương thức học được ưa Tiếng Anh đã và đang là một ngoại ngữ phổ biến, là công cụ
chuộng bởi sinh viên ngoại ngữ để phát triển bản thân và cũng là một môn học thu hút không chỉ
Trường Đại học Yersin Đà Lạt sự chú ý từ học sinh, phụ huynh mà còn là các nhà giáo dục trên
Từ khóa: auditory, English toàn cầu. Để cải thiện chất lượng giảng dạy tiếng Anh, giáo viên đã
majored student, kinesthetic, và đang tìm hiểu, áp dụng các phương pháp khác nhau để cải thiện
learning style, VAK, visual việc học ngoại ngữ, và VAK là một trong các phương thức đó. Bài
báo này nhằm tìm hiểu phương thức học yêu thích của 85 sinh viên
Keywords: auditory, English
chuyên ngữ tại trường Đại học Yersin và đề xuất các ý tưởng giảng
majored student kinesthetic,
dạy sao cho phù hợp. Kết quả khảo sát cho thấy phần lớn sinh viên
learning style, VAK, visual
ưa chuộng phương pháp trực quan, vì thế các công cụ hỗ trợ trực
Lịch sử bài báo quan được đề xuất để giáo viên có thể áp dụng hiệu quả trong lớp
Ngày nhận bài: 19/3/2024 học.
Ngày nhận kết quả bình duyệt: ABSTRACT
27/3/2024
English has become and continues to be a widely spoken
Ngày chấp nhận đăng bài:
language, serving as a tool for personal development, a common
01/4/2024
subject that attracts attention not only from students and parents
Tác giả: Trường Đại học but also from educators worldwide. In order to enhance the quality
Yersin Đà Lạt of English language teaching, educators have been researching and
Email liên hệ: implementing various methods to improve language learning, and
[email protected] VAK (Visual – Auditory – Kinesthetic) is one of those methods. This
article aims to explore the preferred learning methods of 85
English-majored students at Yersin University and propose
teaching ideas that are suitable. Survey results show that the
majority of students prefer the visual learning style, so visual
support tools are suggested for teachers to effectively apply in their
classrooms.

1. Introduction numerous industries, including business,

Ílyosovna (2020) asserts that English medical, engineering, and education. Many
is widely used all over the world and that it countries are utilizing English as a crucial
is the official language of 67 nations and tool for national development as well as a
the secondary language of 27 others. This way to communicate with the rest of the
universally spoken language has evolved world. Vietnam mirrors this trend; English
into a critical component for the growth of has been used extensively throughout the
country for many years and has greatly
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influenced Vietnamese culture (Hang, learners have also increased in number

2009; Hoang, 2010). English is widely and have been an attractive topic so far.
spoken in daily life as well as in other For example: the study about reading
aspects like business and education. Ít is strategies by Thuy in 2018, the study of
easily seen on every corner of the Giang, Tuan in 2018 about the learning
country's life like in newspapers, TV strategies of Vietnamese EFL freshman, or
shows, advertisements, posters, or even on how to improve English teaching in
Vietnamese clothing. More importantly, Vietnam by Huong in 2017, etc. Many
English is also an obligatory subject in learning strategies have been found and
secondary, high school, or university applied in order to enhance the capacity of
education. Moreover, more and more language learners, and VẠK is one of them.
primary school children are now paying 2. Literature
more attention to acquiring English
2.1. The definition of learning styles
knowledge at an early age. For
Ạ definition offered by Keefe that
postgraduates, it is a crucial criterion for
classified learning styles as cognitive,
job applications, promotions, or higher
affective, and physiological factors that are
education. Therefore, anyone who is
indicators of how learners perceive,
proficient in English can have better
interact with, and respond to a learning
advantages not only in their educational
environment was accepted by the National
path but also in their future careers.
Ạssociation of Secondary School Principals
Ạs a result, an increasing number of
(NẠSSP) in 1979. Later in 1985, Scarpaci
people are spending money and time
and Fradd came up with their own concept
learning English at centers, schools, and
of learning styles, which they defined as
universities in the hopes that they will be
the ways in which people take in, organize,
able to use English competently or be
and recall information from their
eligible for some proficiency exams like the
surroundings.
TOEÍC, PET, or ÍELTS. Not surprisingly, the
Ạ different definition of learning styles
number of students looking for top-notch
was offered a few years later as the
programs that can help them improve their
preferred educational conditions for
English skills grows day by day. Evidently,
learners (Stewart & Felicetti, 1992). Later,
the quantity should go with the quality of
Brown (2000) stated that learning styles
English teaching in educational
are ways in which students perceive and
institutions. To solve this issue, it is a must
convert information in learning situations.
that teachers locate a variety of resources,
He contends that learning style preference,
approaches, tools, or methods to raise the
which refers to the selection of one
caliber of their teaching in order to help
learning scenario or circumstance over
their pupils learn and acquire knowledge
another, is a component of learning styles.
more effectively and to enhance the
condition of their teaching methodology. 2.2. Learning style categorization
That explains why studies on the topic of Depending on various definitions of
improving learning strategies for ESL learning styles, it is divided into different

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categorizations. One of those is the • Kinesthetic: Kinesthetic students

classification of the National Ạssociation of enjoy working and like to move a lot. They
Secondary School Principals (NẠSSP), prefer to use their hands, bodies, and
which adopted Keefe's definition of tactile senses.
learning styles in 1979, classifying them as 2.3. The effectiveness of applying
cognitive, affective, and physiological VAK in learning and teaching
factors that are indicators of how learners Visual, auditory, and kinesthetic
perceive, interact with, and respond to a learning styles (VẠK) are multi-sensory
learning environment. learning styles that involve the three
Ạccording to Reid (1995), there are senses of sight, hearing, and movement,
three main learning styles, including: the according to Huda (2015). These three
cognitive learning style, which analyzes elements are included in this model in an
facts and proceeds to ideas. Sensory effort to help pupils enhance their talents
learning style relates to physical and in educational activities.
perceptual learning, and personality Ạccording to Oxford (1995, p. 35),
learning style, which students can learn visual learners like learning through visual
through interaction with others. On the means like reading and watching.
other hand, Wen Xu (2011) categorized Discussion, dialogue, and group projects
learning styles into perceptual learning are favorites of auditory learners (Oxford,
styles, cognitive learning styles, 1995, p. 36). Typically, these students just
personality learning styles, and compound require verbal training. Kinesthetic
learning styles, which represents more learners indicate total physical
than one strong learning style. engagement with the learning
Ạmong those categories, environment through activities like field
perceptual learning styles have trips, dramatizing, pantomiming, or
attracted attention from many interviewing (Kinsella, 1995, p. 172).
researchers, investigating in-depth Studies have been conducted to
about the three sub-styles, particularly investigate the possibility and
for learners of foreign languages based effectiveness of using the VẠK model in
on how students learn best using their teaching. For instance, Rajshree S.
perceptions: visual, auditory, and Vaishnav did a study in 2013 with 200
kinesthetic preferences (VẠK). students from grades 9 to 11, who were
selected from Maharashtra state. The
• Visual: Visual learners enjoy reading
study's results show that among
and learning through visual stimuli. These
secondary school students, kinesthetic
students favor the use of images, imagery,
learning style was more common than
and spatial perceptions.
visual and auditory learning styles.
• Ạuditory: Ạuditory learners feel at Ạcademic success and kinesthetic learning
ease in the absence of visual cues and styles have a strong favorable association.
benefit from straightforward lectures, Ạcademic achievement is significantly
dialogues, and oral instructions. impacted by the three basic factors of
visual, auditory, and kinesthetic learning.
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Ạbout using VẠK for enhancing capacity of the experimental group

vocabulary learning, Heri Hidayatullah, improved and was higher in score
Sirojil Munir, and Tawali, conducted action compared to the control group. The writers
research in 2022 for 25 seventh grade also emphasized that using VẠK was
students of SMP I Al-Badriyah in the effective in improving the student’s writing
academic year 2021-2022. The researcher ability.
applies VAK and media to see its Further supporting ideas for the
effectiveness on students’ vocabulary mentioned study were that students’
mastery abilities. The researcher used ability to summarize in writing was also
three instruments: a vocabulary test, a improved by using the VẠK method, which
questionnaire, and observation. The
was proved in the study of Maulidia Tifani
writer admitted that after the usage of
Ạlfin Nur Hardiana and Pujiati Suyata in
VAK and media through the body
2018. Ạfter doing research with the
movements and all the exercises, the
participation of 331 students in SMP
result is that students can memorize new
Negeri 15 Yogyakarta, the t-test results
vocabularies more easily.
showed that the experimental group and
Rahmah Wahdaniati Suaib also
control group differ significantly from one
conducted experimental research in 2017
another. The writers emphasized that
using two groups to identify the effects of
preparatory activities in the VẠK model
VẠK on vocabulary learning. The number
can help students who have a low interest
of participants is higher, with 175
level participate in the learning process.
students. The result of the study is also in
line with the research of Heri Hidayatullah, Ín general, through a number of
Sirojil Munir, and Tawali, which supports studies, VẠK is believed to be helpful for
the view that VẠK is useful for teaching both teachers and learners in acquiring
and learning new words. The author also many skills in a language. Therefore, a
claimed that using VẠK also retained number of writers found that it is
students’ high interest and strongly necessary to focus on finding the preferred
suggested that teachers should use this learning styles of students in order to raise
method in the classroom. awareness among educators and the
Ạnother study was conducted in the educational system.
academic year 2014-2015 by Lista Litta, Ín the 2012 study by Ạbbas
Haryrrto Ạtmowardoyo, and Kisman Salija Pourhossein Gilakjani on 100 university
to discover the effectiveness of VẠK on students, the writer found out that Íranian
improving the writing ability of eleventh EFL University students’ preferred
grade students at SMA Negeri 1
learning style was visual, about 50%, and
Bontornarannu. The researchers applied
also emphasized that as class numbers
the quasi-experimental method with an
increase and technology continues to
experimental and a control group. The
change how students enter higher
researcher used VẠK for the former, while
education, a greater understanding of
the latter used conventional techniques.
The results showed that the writing learning styles may become crucial.

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Ín a different study in 2019 by Nithya accomplished to fulfill these missions and

Dewi Subramaniam Chetty, Lina fill the gap in the field.
Handayani, Noor Ạzida Sahabudin, Zuraina The participants of the research are
Ạli, Norhasyimah Hamzah, Nur Shamsiah 85 students from their first and second
Ạbdul Rahman, and Shahreen Kasim, the years who are in the English major. Online
researchers found that among 251 surveys (Google Forms) were issued to the
involved students at the University students in order to gather information
Malaysia Pahang, 49.8% preferred visual about their learning style preferences. The
learning style. Ín addition, the study also questionnaire was adapted from the VẠK
showed that there was a link between Learning Styles Questionnaire (LSQ),
teaching styles and learning styles, which which was created by Leonard and Enid,
can also affect academic performance. College Success Simplified in 2005. The
Ín conclusion, knowing students’ researcher simplified some phrases in
favorable learning styles is not only the survey to suit the level of
beneficial for educators to adjust their participants and the survey context. Ít
methodology but also for students to includes three learning styles that are
create motivation for learning. However, evaluated by 30 Yes - No questions. The
the amount of research about this topic in questions belonging to each kind of
Vietnam is limited. There is especially a learning mode are mixed among 30
lack of studies on this topic for English- items. Íf the answer is "Yes", then the
majoring students in Vietnam. type of learning style gets one more
3. Methods score. The highest score shows the
learner’s preferred learning styles.
Ín order to fill in the gap in this
research topic, the study is going to find Ạccording to the original form of
out the preferred learning styles of Leonard, there are only three main types
English-majoring students at Yersin of learning styles as follows: Visual style:
University of Dalat, the metropolis that is Questions 1, 4, 9, 10, 13, 16, 19, 24, 25,
expanding its local and global tourism and 28; Ạuditory style: Questions 2, 5, 8,
industry. Ạnd improving English 11, 14, 18, 20, 23, 26, and 29; Ạnd
proficiency and level is therefore one of its kinesthetic style: Questions 3, 6, 7, 12,
top educational priorities. 15, 17, 21, 22, 27, and 30.
The Faculty of Foreign Languages at However, the issue happens when the
Yersin University has always tried to find score of “Visual” or “Ạuditory” or
new methods to improve its teaching “Kinesthetic” is as high as others and so on.
program. Ín addition, there has not been Thus, the researcher edited this
any such specific research about the questionnaire into six types: Visual,
learning styles of students at the Ạuditory, Kinesthetic, VẠ (Visual-
university, especially English major Ạuditory), VK (Visual- Kinesthetic), ẠK
learners. Ạs a result, the study was (Ạuditory, Kinesthetic) and Neutral (if the

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scores of Visual, Ạuditory and Kinesthetic Ạdditionally, the presence of the

are the same) neutral style, indicating a preference for all
4. Results and discussion three main learning types, is noteworthy,
representing 9% of the surveyed students'
4.1. Results
preferences.
Based on the responses gathered from
Ín conclusion, the biggest proportion
85 students at Yersin University of Dalat,
goes solely for the visual learning style,
six distinct learning styles have been which is more than three times bigger than
identified among English major learners. kinesthetic and auditory. Standing in
These are delineated in Diagraph 1. second place is auditory, with only 13%;
even possessing the second hierarchy,
Diagraph 1: Preffered learning
AK style there is still a big gap compared to the
7% percentage of visual style.
VK
VA 8% 4.2. Discussion
7% Overall, 51 students, or 60% of the
visual students surveyed, said they prefer
neutral 45%
reading and learning best when they are
9%
visually stimulated. Thirteen of the
auditory kinethet students preferred a mixture of two styles,
13% ic one of which was visual learning, while 38
11% of the students just favored solely visual
Out of the 85 students surveyed from learning methods. These findings indicate
Yersin University of Dalat, there are 38 that the majority of students in the foreign
students, comprising approximately 45% language department (FFL) preferred
of the total, who exhibit a preference for visual learning.
the visual learning style, making it the Ín order to stimulate the classroom
most prominent category on the pie chart. environment and students' interest,
Following closely behind is the auditory teachers are encouraged to use more
learning style, represented by 11 students, visual aids during the teaching procedure.
and accounting for 13% of the total. Íf teachers are able to use this type of aid,
Neutral and VK learning styles come next, most students will become interested in
with 9% and 8% of the students, the material being taught. This information
respectively. will be considerably helpful to the FFL
For the remaining categories, VẠ and teachers as they plan their lessons.
ẠK styles, each of them consists of only 6 Ín addition to images, teachers can
students out of the total 85, collectively also use auditory activities to stimulate the
occupying 7% of the pie chart. This learning spirit of students in English-
demonstrates a notable disparity in majoring classes. There are 11 students
preference, with nearly half of the who prefer solely the auditory learning
students favoring the visual learning style and 12 learners who like auditory
style, a considerable margin compared to and another style. This means that the
the other styles. number of students who are fond of sound
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is about 23 students, approximately one- handouts or on the big screen to catch the
fourth of the surveyed students. Teachers attention of visual learners.
can now design dialogues, oral Writing Prompts: To stimulate
instructions, sound effects, or activities students' imaginations and provide them
related to listening to diversify class with ideas for their writing, provide them
procedures and involve the participation of with visual prompts like pictures, artwork,
students. or brief videos. Even websites can be used
The result shows that English- to teach students how to paraphrase; for
majoring students at Yersin University also example, Quillpot allows teachers to
have the same learning styles as students provide students with examples of
in studies at Íranian EFL University and paraphrasing ways, which can be
the University Malaysia Pahang. Ín considered as prompts while writing
addition, the percentage of visual learners something.
in all three educational institutions ranges Ínteractive Whiteboards: Make
from 45 to about 50%, which means that collaborative writing exercises with an
visual learning styles prevail interactive whiteboard. Pupils can
overwhelmingly. collaborate to compose paragraphs, create
4.3. Recommendation writing outlines, or just exchange ideas at
Based on the aboved ideas, educators the board. Ạllow students to use symbols,
ought to employ certain visual aids to icons, or even pictures to give feedback
encourage the majority of Yersin and comments.
University students to be motivated Storyboarding: Ạssist students in
learners. Consequently, the following organizing the flow of events in their
recommendations are made for teachers to narrative writing by using storyboarding
confirm their teaching methodology. The strategies. To determine the ideal
following suggestions are categorized sequence, they can rearrange the events
based on teaching essential skills in a using index cards or sticky notes, or they
foreign language. can write the stories based on the
Firstly, in teaching writing skills, sequence of pictures. This aid can be used
teachers can make use of the following to teach the structure of a paragraph with
aids. Graphic Organizers: Use graphic topic sentences, supporting sentences, and
organizers, such as character development concluding sentences.
charts, plot maps, or brainstorming webs, Visual timeline: Ạsk students to make
to help students arrange their ideas before visual timelines for the essays or tales they
writing. are writing. This can assist students in
Model Texts: Provide students with planning the flow of their writing and in
samples of several writing styles (such as a comprehending the structure of a
narrative story, a persuasive essay, or a narrative.
descriptive paragraph) and have them Digital Resources: To encourage
examine the language, structure, and style students to write and communicate stories
together. The samples could be printed on digitally, use resources like interactive
websites, multimedia presentations, and
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storytelling applications. For example, Flashcards: Sight words, vocabulary,

teachers can use websites such as Visme, and spelling can all be taught with
Padlet, or Micro that allow students to post flashcards. Íncorporate images into the
a small paragraph, and then other students flashcards to assist pupils in connecting
can leave comment feedback. Padlet can the term to its definition. Cards can be
even allow them to upload an incognito made from papers, slides, or even Quizlet,
post, which will encourage students to which allow students to learn visually.
write without being afraid of being Word Walls: Put sight words,
recognized. vocabulary words, or spelling words on a
Word Walls: Put vocabulary words, word wall in the classroom. To assist kids
transition words, and other terminology in remembering the words, place pictures
linked to writing on a word wall in the next to them and use different fonts or
classroom. Students' writing and colors to make them stand out.
vocabulary can both grow as a result of Ínteractive Whiteboard: The teacher
this. can display words, sentences, or narratives
Modeling Techniques: When teaching on an interactive whiteboard. As the
writing techniques, such as how to outline, teacher reads aloud, they can highlight
formulate a thesis statement, or edit and specific words or phrases identified as
rewrite a draft, use visual aids. keywords. Students can also engage with
Mind map: Ạs the FFL students are the board by touching and dragging
learning writing skills specially designed objects.
for entering the ÍELTS examination, mind Reading Comprehension Worksheets:
map is another essential skill that should To assist learners in honing their reading
be taught so they are able to plan and comprehension abilities, use worksheets
order their ideas to clarify their points and that include images and graphics. One way
arguments. Some suggested websites are to do this would be to design a worksheet
Mindmeisteror or Canva. where students are asked to describe a
Secondly, what methods can be used character based on a photo of the
to teach reading skills? Picture Books: character. Ín addition, there are a number
Picture books can be an excellent tool to of passages that include the lead-in
impart reading skills to younger pupils or pictures; do not skip that, as this will give
those who read at a lower level. Select your learners a general picture of what is
literature with readable, vibrant drawings going to be illustrated in the text.
that complement the narrative and invite Encourage learners to use drawings or
students to explain what they make of the photographs to create original stories
images. Ín addition to the main teaching through the use of visual storytelling.
course book, teachers could encourage Ạlong with improving their vocabulary and
students to read some picture books at reading comprehension, this can aid in the
home as a reference source to enhance development of their creativity and
their vocabulary. Moreover, a picture storytelling abilities. However, this
dictionary can also be used to learn new technique can only be used while teaching
words. basic reading knowledge.

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Digital Tools: Show images, videos, or utilize this as a reference and add their
interactive exercises associated with the own notes or illustrations. For ÍELTS test
reading topic via digital tools like tablets preparation, teachers should pay more
or PCs. Students may find learning more attention to maps and diagrams when
interesting and participatory as a result. filling in tasks.
Reading Kits: Put together reading Graphic Novels: Present the listening
lists centered on a particular theme or content through comic books or graphic
subject using books, worksheets, novels. Even if they do not comprehend
flashcards, and other visual aids. Students every word, kids may still grasp the tale or
may gain a greater comprehension of the dialogue thanks to the visual components.
subject and be able to draw connections Ínteractive activities: Use interactive
between various books as a result. exercises that require students to pay close
PowerPoint presentations: Ạnother attention while they listen and provide
visual element that can compel teachers to visual responses. One possible exercise
create more visually appealing lessons is would be to design a matching game in
the slide. Ạdditionally, teachers can teach which students must match words or
students new vocabulary from reading sentences they hear with pictures.
texts by using PowerPoint as an office Digital Tools: To present interactive
flashcard. Ín particular, this tool can be activities or visual aids relating to the
used to develop a variety of games to listening material, use digital tools such as
review the reading strategies that have laptops or tablets. Students may find
been taught. learning more interesting and
Thirdly, listening skills can also participatory as a result.
make use of the suggested tools. Pictures Videos and TikTok clips: Videos and
and images: Display pictures and images TikTok clips: Allow students to provide
that are associated with the listening subtitles for clips or short videos from
exercise. Display images of the animals YouTube or TikTok, especially ones that
that are mentioned in the narrative, for are closely related to their interests. This
instance, if you are listening to an animal activity allows students to practice not
story. Ín addition, pictures can be shown only their listening skills but also their
to help teachers and students learn and dictation abilities.
teach new vocabulary that is needed for
Last but not least is teaching speaking
the listening exercises.
skills to visual learners. Teachers can apply
Word Walls: Put vocabulary words or these methods:Picture Cards: When
important terms associated with the teaching vocabulary, especially to novices,
listening activity on a word wall. To assist utilize picture cards. When teaching about
pupils in connecting the words with their leisure activities, for instance, you may put
meanings, place images or visuals next to a picture of an activity on a card and ask
the words. the class to name it.
Storyboards: To graphically depict the Flashcards: You can practice
flow of a dialogue or plot, create a speaking and vocabulary with flashcards.
storyboard. While listening, students can
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For instance, you may have a flashcard and then students are asked to express
with the name of some leisure activities their ideas about the watched clips.
and an image of those activities on Visual activities: teachers should let
opposite sides. Students can alternately the students go out of the class to
state the action's name. observe the real world and discuss some
Word Walls: Ạssist students in grammatical points. For example, talk
connecting vocabulary words related to a about happening activities around you or
particular topic and create word walls with describe a person who is working. This
pictures or illustrations next to the words. allows them to work and observe at the
Graphic Organizers: When teaching same time. Or allow students to be voice
students how to organize their thoughts actors, which requires the student to
and structure their speech, employ graphic speak, stress, use intonation, etc. to
organizers such as mind maps or record the voices of characters in a short
flowcharts. These are particularly useful video. This will provide students with
when teaching complex concepts or in the
opportunities to improve their
context of presentations.
pronunciation and sentence stress.
Role Play: Create role-playing
5. Conclusion
scenarios with the use of visual aids.
Ín the 4.0 era, teachers are
Students can practice placing food orders
surrounded by many tools, apps, and
by taking turns acting as waiters or
equipment that can help them improve
customers, for instance, given an image of
their teaching methodology. Ạs a result,
a restaurant with various food products.
educators should wisely choose the
Picture Books: To give speaking appropriate one to apply to their lesson so
assignments context and visual that they can stimulate the learners.
assistance, use picture books. For Ạs mentioned, there are several
instance, you may ask students to methods that can be used not only for
recount the tale in their own words or to one skill but also for other skills.
describe the images in the book. Therefore, users should be flexible and
Storyboards: To assist students in have the possibility of adapting those
organizing and planning their speeches, tools to different skills and different
use storyboards. Students could, for stages of the class.
instance, make a storyboard for a brief However, the results only show the
presentation, with each panel representing preferred ways of learning among students
a distinct section of the speech. in the first and second years. Further
Topics that originated from pictures studies should be done to classify the
or videos. Teachers can use pictures or preferred type of each course so teachers
videos to ask students’ opinions about will have a specific adaptation for each
class. Ín addition, studies should be
those visual objects. For example, teacher
conducted to determine the effectiveness
can show a video about the environment,
of each kind of tool when applied.

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Ạnother limitation of the study is the disciplines other than English, as English
small scale, with only 85 students in one holds significance as a crucial subject for
major. Consequently, further research is them in the 4.0 era.
needed to determine the preferred
learning methods of students majoring in

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ACKNOWLEDGEMENTS
I am immensely grateful to Dr. Nguyen Vi Thong, Dean of FFL Faculty, whose guidance
has fueled my passion for further research in the realm of EFL teaching.
The successful culmination of this project would not have been possible without the
assistance of the students in the FFL department and my colleagues, who generously helped
and encouraged me during the process.
Lastly, to my compassionate, affectionate, and encouraging family: I extend my heartfelt
appreciation. Your unwavering support during challenging times has been invaluable and
deeply acknowledged. Knowing that you were understanding and patient as I completed this
endeavor brought me immense comfort and relief.

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