The Relationship Between EFL Students’ Learning Style Preferences and their Language Written Achievements: The Case of Second Year EFL Learners at M’sila University

Abstract

Learning style is one of the main factors that determines how students learn English. This study aimed at investigating any relationship between EFL learners’ learning style preferences and their written language achievement. This investigation was conducted among 30 students of second year LMD of English Department at M’sila University who were randomly selected to participate. Moreover, the researchers adopted a mixed method using a combination of qualitative and quantitative research tools to collect data using a questionnaire, a classroom observation, and a written test. The results revealed that there was a strong positive relationship between EFL learners’ learning style preferences and their written language achievement. The results also indicated that there was a difference between learning style preferences of skilled and less-skilled writers in which skilled writers mostly showed a preference to auditory learning style. However, less-skilled writers were visual learners. The current research aims to help both teachers and students by raising their awareness to the importance of learning style on written language achievement.