Learning style refers to the fastest and most effective way that an individual learns.

Each student has a unique way of receiving information, and learning style is a critical
factor in determining how well they comprehend a second or foreign language.
Research has shown that there is a relationship between students' learning styles and
their success in language learning, which includes reading, writing, speaking, and
listening skills. Understanding students' learning styles is essential in the teaching-
learning process, as it allows teachers to tailor their teaching methods to each student's
style. Learning style is about the way students learn and understand information
delivered by their teachers in the classroom.

Payaprom and Payaprom (2020) discussed that individuals have their own preferred
ways of learning new information, which is referred to as learning styles. Research
shows that people have different learning styles, and this is particularly true for
university students who come from diverse backgrounds with various psychological
conditions. These differences in learning styles can be influenced by factors such as
age, gender, culture, education, and social background. For example, in language
learning, some students prefer to listen, read, and focus on vocabulary while others like
to practice by engaging in role plays with a partner and using the language outside of
class. Several models have been developed to explain individual differences in learning
styles, including the VARK model, which categorizes learners into four types based on
their preferences: Visual, Auditory, Read/write, and Kinesthetic. They also pointed out
that over time, various theories and models of learning styles have been developed to
explain how students process information and learn effectively. These models can be
broadly classified into four categories: personality models, social-interaction models,
information processing models, and instructional preference models. Personality models
focus on individual personality traits like extroversion and introversion, which can affect
learning behavior. Social-interaction models consider the student's relationships with
teachers and peers and facilitate group learning. Information processing models seek to
understand how students learn and process information, and teachers can use this
knowledge to create an effective learning environment. Finally, instructional preference
models categorize learners based on how they prefer to receive information. The VARK
model is one such popular instructional preference model that identifies four types of
learners based on their preferred learning modality: visual, auditory, read/write, and
kinesthetic. Teachers can benefit from identifying students' learning styles and use this
knowledge to select effective teaching strategies that promote student engagement and
learning.

Universidade Nova De Lisboa. (2017) discussed that the ability of a person to learn a
second language is influenced by various personal characteristics such as age,
cognitive abilities, personality, and motivation. Additionally, individual learning styles play
a crucial role in determining the success of language learning. Learning style refers to
the way in which individuals process and comprehend information. For instance, some
students learn better through visual aids such as diagrams, pictures, and schematics,
while others prefer verbal explanations. Similarly, some students learn effectively in
interactive and collaborative environments, whereas others prefer to learn in a more
introspective and independent manner. In particular, several studies on young learners
have highlighted the importance of individual differences such as age, motivation,
personality, and learning style when learning a second language. For example, the
Early Language Learning in Europe (ELLiE) study showed that young learners'
attitudes, motivation, and perceptions of learning are significantly impacted by their
personal attributes and learning style.

Balci (2017) noted various researches that focused on language learning styles and
strategies. Oxford a researcher who has delved into learning styles in relation to L2
learning. In her work, she has identified four dimensions of learning style that are
particularly relevant to L2 learning: sensory preferences, personality types, desired
degree of generality, and biological differences. Among these, sensory preferences
based on visual, auditory, kinesthetic, and tactile learning styles are commonly used
and deemed crucial in L2 learning. Other scholars, such as Rossi-Le and Ehrman et al.,
also emphasize the importance of catering to students' preferred learning styles in order
to create a more effective and student-friendly learning environment. Furthermore,
learning strategies are observable behaviors associated with learning styles, and Oxford
stresses the importance of these strategies in language learning. She defines learning
strategies as specific behaviors or thought processes that enhance L2 learning, and
identifies six major types of learning strategies: cognitive, metacognitive, memory,
compensatory, affective, and social. Reid also distinguishes between learning styles and
strategies, noting that strategies are conscious study skills that can be taught to improve
learning. According to Fewell, language learning strategies are an effective and
controllable factor in L2 acquisition, and Oxford's taxonomy of learning strategies is
regarded as one of the most comprehensive to date. Chamot characterizes strategic
learners as those who possess metacognitive knowledge of their own learning
processes and can properly use strategies according to their task and learning
strengths.

Ababneh (2015) conducted a comparative investigation into the learning styles of

successful and unsuccessful language learners. Subjects of the study were seventeen
graduate university students at Yarmouk University, Jordan. They were categorized as
‘successful or ‘unsuccessful’ learners, on the basis of their final scores on their English
examination administered at the end of the semester, and their oral presentations which
they had to give during the semester to measure their ability of speaking, discussing
and defending themselves in English appropriately. The subjects of the study completed
a questionnaire through which data were collected on their learning styles and
preferences as well as their patterns of language practice and use. Findings of the study
showed that there were no significant relationship between the subjects' learning styles
and their proficiency or achievement in English. The study also revealed some key
differences in the subjects' learning styles.

Wong (2015) pointed out that in English language classrooms, students utilize diverse
methods to accomplish English learning tasks. Language learning styles, which refer to
learners' preferred ways of language learning, have been extensively examined and
discussed in the fields of second language acquisition (SLA) and educational
psychology. Knowledge of students' learning style preferences can assist teachers in
managing their course-related learning difficulties and ultimately alleviate their
frustration levels. Another significant concept is teaching styles, which pertain to
teachers' classroom behavior and are commonly linked to learning styles in language
education research. Teaching style is critical for providing students with positive learning
experiences and enhancing their academic outcomes. The study investigated the
preferences for English language learning and teaching styles in English for Academic
Purposes (EAP) classrooms at the community college level in Hong Kong. The research
employed a mixed-method approach, combining questionnaire surveys and semi-
structured interviews, to examine the factors affecting learning styles and teaching
styles, as well as their relationship. Its aim is to provide valuable information for
curriculum design and teacher training to provide sufficient and effective academic
English language learning support to Hong Kong community college students. A total of
637 students and 10 EAP teachers from two community colleges in Hong Kong
participated in this study. The study's quantitative and qualitative results demonstrated
that community college students in EAP classrooms have multiple learning style
preferences influenced by various factors such as cultural and educational
backgrounds. The research also explored the nature of teaching styles and their
potential variables, including students' English language proficiency and learning styles,
which may influence teaching styles in EAP classrooms. The study endeavored to
explain the relationship between learning styles and teaching styles in English language
classrooms based on interview findings from both students and teachers. Both learning
styles and teaching styles are argued to be adaptable and have a mutual influence on
one another. Learners may modify their learning styles to meet academic requirements,
while teachers may adjust their teaching styles to provide students with a conducive
learning environment. When learners and teachers interact more, their styles may
become similar. This study also underscored the importance of enhancing learners'
flexibility in developing learning styles and accepting unfamiliar teaching styles. Based
on the research's findings, recommendations for curriculum design, teacher training,
and future research on learning and teaching styles are offered.

Wahibah & Syamsudarni (2019) dealt with the language learning styles of the eleventh
grade students of Madrasah Aliyah Negeri Palopo. The objective of the research is to
find out the students’ language learning styles influences their English achievement.
The type of the research is descriptive quantitative. The research samples were 29
students. Then they were classified into three categories of learning style through
learning style test: visual, auditory and kinesthetic learning style. In collecting the data,
the researcher used a questionnaire and documentation. The result of the quantitative
data through the questionnaire showed that Visual learning style was the most dominant
language learning style used, and the visual learning style has the highest value in
achievement, students' language learning style has influenced their achievement. The
learning style gives a contribution of about 69.698 or 67.5% through students’ English
learning style achievement influenced by students’ learning style and 32.5% is
influenced by other factors. The data was collected through documentation used to
students’ language learning styles influences their English achievement based on their
semester value.

Ababneh, S. A. (2015). Learning Styles and Preferences of Jordanian EFL Graduate

Students . Journal of Education and Practice, 6(15).

Balcı, O. B. (2017, March 6). An Investigation of the Relationship between Language

Learning Strategies and Learning Styles in Turkish Freshman Students. English
Language Teaching, 10(4).

Payaprom, S., & Payaprom, P. (2020). Identifying learning styles of language learners: A
useful step in moving towards the learner-centered approach. Journal of Language and
Linguistic Studies, 16(1), 59-72. Doi: 10.17263/jlls.712646

Universidade Nova De Lisboa. (2017). The Significance of Knowing Preferred Learning

Styles in Primary Foreign Language Learning. Retrieved May 8, 2023, from
https://run.unl.pt/bitstream/10362/21777/1/Relat%C3%B3rio%20final.pdf
Wahibah, S. W., & Syamsudarni, S. S. (2019). Language Learning Styles of the
Eleventh Grade Students of Madrasah Aliyah Neger Palopo. English Language
Education Study Program.

Wong, W. L. H. (2015). A Study of Language Learning Style and Teaching Style

Preferences of Hong Kong Community College Students and Teachers in English for
Academic Purposes (EAP) Contexts. College of Education, Health and Human
Development.