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All Journal Journal of English Language Studies
Oliveira de Barros Cardoso, Luís Miguel
Polytechnic Institute of Portalegre, Portugal
Languange, Linguistic, Communication & Media

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Teacher-Student Style Mismatch: Implications for English Language Learning and Classroom Dynamics Asrifan, Andi; Oliveira de Barros Cardoso, Luís Miguel; Vargheese, K.J.
Journal of English Language Studies Vol 10, No 2 (2025): Available Online in September 2025
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62870/jels.v10i2.31747

Abstract

Comprehending discrepancies between instructor and student learning styles is crucial for enhancing English language acquisition and classroom interactions. This study specifically sought to (1) ascertain the degree of discrepancies between teachers’ instructional preferences and students’ learning styles, (2) investigate the impact of these discrepancies on student engagement, motivation, and classroom interaction, and (3) analyze the adaptive strategies utilized by both educators and learners. A convergent mixed-methods methodology was utilized, integrating surveys (VARK and Grasha inventory), classroom observations, and interviews with ten educators and one hundred students. The findings indicated a notable discrepancy: 70% of educators supported auditory-based education, whereas merely 30% of students preferred this approach, resulting in diminished engagement, frustration, and disengagement among visual and kinesthetic learners. Nonetheless, certain students formulated adaptive tactics, including the creation of visual aids and collaboration with others. These findings underscore the necessity for multimodal instructional strategies and specialized teacher training to cultivate inclusive educational settings.
Co-Authors Asrifan, Andi Vargheese, K.J.