Abstract
One of the most important factors among those that play key roles in second language acquisition is language learning styles and strategies. This article identifies the unique and multifarious learning-style preferences that characterize Saudi English as a foreign language (EFL) learners’ learning, and explores how multidimensional causal factors and experiences shape their preferred modes of learning. The analysis first tackles Saudi EFL learning-style preferences, followed by a discussion of Saudi EFL language learning strategies. The discussion addresses the learning-style approaches and learning behaviors of Saudi EFL leaners and the impact they have on them and highlights the factors and consequences of each. It concludes by pinpointing the importance of identifying language learning styles and strategies Saudi EFL students use and offering measures that will help Saudi EFL teachers facilitate their students’ effective learning-style approaches.
  
Highlights
Learning-style preferences and language learning strategies are among the most crucial factors influencing successful language learning
Language learning strategies refer primarily to the specific actions or behaviors that are consciously retained to achieve specific goals. Both concepts are influential variables because the attributes that individual learners bring to language learning affect English as a foreign language (EFL) learners’ performance and success
Alkubaidi (2014) investigated Saudi EFL learners’ learning style preferences, as one of the aims of the study, and found that the students could be ordered in terms of their language learning style preferences as group learners, visual, individual learners, auditory, kinesthetic, and tactile learning styles
Summary
Learning-style preferences and language learning strategies are among the most crucial factors influencing successful language learning. Language learning strategies refer primarily to the specific actions or behaviors that are consciously retained to achieve specific goals Both concepts are influential variables because the attributes that individual learners bring to language learning affect English as a foreign language (EFL) learners’ performance and success. In the Saudi context, rote learning and silent learning largely characterize Saudi EFL learning style approaches These practices guide students’ learning behaviors in the classroom setting. The goal of this paper is to provide a comprehensive profile of Saudi EFL learners’ learning styles, with particular reference to their learning-style preferences and the learning processes through which they acquire English, such as commonly used language learning strategies, learning-style approaches, and learning behaviors. 2) What are the two learning style approaches that largely characterize Saudi EFL learners’ learning?
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