<![CDATA[This study examines students’ learning styles and learning strategies within the Visual, Auditory, and Kinesthetic (VAK) framework in the English Education Program at Muhammadiyah University of Aceh. Employing a descriptive quantitative design, data were collected from 30 second-, fourth-, and sixth-semester students through questionnaires, classroom observations, and semi-structured interviews. Questionnaire data were analyzed using descriptive statistics, while observational and interview data were examined through thematic analysis. The questionnaire instrument was adapted from established VAK-based learning style indicators and reviewed through expert judgment to ensure content validity. The findings indicate that visual and kinesthetic learning styles are more prominent among students, whereas auditory preferences tend to emerge mainly during lectures and group discussions. Students’ learning strategies—such as the use of mind maps, collaborative discussions, and hands-on practice—generally correspond with their reported learning style tendencies. Observational and interview data further suggest that some students demonstrate adaptive learning behaviors when instructional approaches do not align with their preferred styles.This study is limited to a small sample within a single academic program; therefore, the findings are not intended to be generalized broadly. Nevertheless, the results provide pedagogical insights into how multimodal instructional practices may support diverse learning preferences in English language education contexts]]>
