IS LEARNING STYLE A TOP PRIORITY IN LANGUAGE LEARNING IN INTERMEDIATE EFL LEARNERS?

Abstract

Studying how EFL students with various learning styles approach oral production tasks is the aim of the research. According to Kolb's theory of experiential learning, the research examined students with various learning styles using a descriptive qualitative technique. Students were given self-assessment questionnaires to determine their preferred methods of learning. It was discovered via these interviews that students' abilities to execute well in a variety of oral production activities varied widely. The interview was taped and afterward transcribed verbatim from the audio. The transcribed data is then classified, including how students' learning styles and oral production tasks match and don't match, and how this affects their learning outcomes. Students who are taught according to their preferred learning style are more motivated and engaged, which leads to an improvement in their performance, according to the study's results. Research also shows that learning styles do not always have a large role in improving learning motivation and participation. Students prioritize learning needs above preferences at particular ability levels, according to the study, which has consequences for the stretched method.