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Nurlaila Husain
Univeritas Negeri Gorontalo
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Learning Style Profiles and Adaptive Teaching Needs in EFL Higher Education: A Felder–Silverman-Based Mixed-Methods Study Nurlaila Husain; Moon H. Otoluwa; Rasuna R. Talib; Salam Salam
Randwick International of Education and Linguistics Science Journal Vol. 7 No. 2 (2026): RIELS Journal, June
Publisher : RIRAI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47175/rielsj.v7i2.1293

Abstract

This study investigates the learning style profiles of EFL undergraduate students and the relationship between these profiles and the necessity of adaptive teaching in higher education. The study builds on the understanding that students respond differently to instructional input, while classroom teaching continues to be delivered through a fairly homogenous approach. This study used the Felder–Silverman Learning Style Model as the analytical framework to identify students’ learning style tendencies and to analyse the perceptions of the lecturers and students on the need of adaptive teaching. To gain a broader understanding of the issue, a convergent mix-methods design was employed. Quantitative data were collected from 98 students, using the Index of Learning Styles and an adaptive teaching needs questionnaire. 11 lecturers filled in a similar needs questionnaire. Qualitative data were gathered through structured interviews with selected lecturers and students. The questionnaire data were analyzed using descriptive statistics, whereas the interview data were examined thematically and integrated during the interpretation stage. The findings revealed that active, sensing, visual, and sequential tendencies were the most dominant among the students. However, the presence of reflective, intuitive, verbal, and global learners indicates that instruction should remain flexible and varied rather than being guided by fixed learning-style labels. Both lecturers and students reported strong needs for adaptive teaching, especially in relation to learner profile data, varied instructional strategies, multimodal resources, flexible learning activities, adaptive assessment, remedial support, and enrichment. The study concludes that learning style profiles are most useful as diagnostic information for supporting inclusive, responsive, and adaptable EFL instruction.
Co-Authors Adelia Ilahude Alpian Haju Bay, Indri W. Fahria Malabar Farid Muhamad Hanafi Sumardin Yabie Haris Danial Helena Badu Hendra Uloli Hilda Adrin Hilda Adrin Indri W. Bay Indri Wirahmi Bay Irmawaty Umar Irmawaty Umar Jolanda Hulda Debora Pilongo Karmila Machmud Liana Giu Magvirah El Walidayni Kau Magvirah El Walidayni Kau Manda Rohandi Mohamad Syahrun Ibrahim Moon H. Otoluwa Moon H. Otoluwa Moon Hidayati Otoluwa Muhammad Rizky Abdillah Syah Ni Luh Mega Nur Inda Astuti Mabing Nur Qalbi Andini Putri Adelia Mado Rahman Taufiqrianto Dako Rahmawaty Mamu Rasuna R. Talib Rasuna Rasid Talib Rasuna Talib Salam Salma Fadlina Laus Sartin T. Miolo Sartin T. Miolo Sindi Ivanka Towapo Sri Agustina Y. Mahajani Sri Rumiyatiningsih Luwiti Sri Widyarti Ali Sri Widyarti Ali Usman Pakaya Viranda Palaji Wantogia, Widya Agustina Yolanda Y Yosua Kuma Widjaja Yuliana T Wero Yulin Rabaiya