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All Journal English Education and Applied Linguistics Journal (EEAL Journal)
Sopwani, Virna Alfiqa
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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EFL Learning Style Preferences of Junior High School Students Sopwani, Virna Alfiqa; Nurjamin, Lucky Rahayu; Sofyawati, Eva Devi
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 8 No. 1 (2025): March (EEAL Journal)
Publisher : IPI Garut Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eealjournal.v8i1.2609

Abstract

This study explored the preferred language learning styles (Visual, Auditory, Kinesthetic - VAK) among ninth-grade students in English class and examined gender-based differences in these preferences, as well as the preferred classroom activities aligned with each learning style. Using a mixed-method approach, quantitative data were collected through the 24-item Barsch Learning Styles Inventory (BLSI) from 189 students and analyzed using SPSS. Qualitative data were gathered from semi-structured interviews with 10 students and analyzed through thematic analysis. The findings revealed that visual learning was the most preferred style overall gender, chosen by 68% of participants, followed by auditory learning (17%) and kinesthetic learning (15%). Gender differences were observed, with female students favoring auditory styles, male students preferring kinesthetic methods, and both genders equally preferred visual learning. This study also found that students expressed a strong preference for activities that align with visual learning, including the use of visual materials, highlighting or color-coding text, and incorporating symbols and animations. Additionally, activities involving such as independent reading, note-taking, and using videos or films were highlighted for their effectiveness in fostering comprehension, retention, and engagement. The dominance of visual learning styles emphasizes the need for educators to prioritize visual materials in their teaching strategies. However, the presence of auditory and kinesthetic learners highlights the importance of a multimodal teaching approach.
Co-Authors Eva Devi Sofyawati Nurjamin, Lucky Rahayu