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p-Index From 2021 - 2026
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All Journal Jurnal Ilmiah Lingua Idea Journal Research of Social Science, Economics, and Management
Hardianti Hardianti
Universitas Esa Unggul, Indonesia
Arts Humanities Environmental Science Languange, Linguistic, Communication & Media

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Identifying Students’ Learning Styles in English Language Education Veamas Wahyu Saputra; Hardianti Hardianti
Journal Research of Social Science, Economics, and Management Vol. 5 No. 9 (2026): Journal Research of Social Science, Economics, and Management
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/jrssem.v5i9.1425

Abstract

In the context of rapid educational development, understanding students’ learning styles has become increasingly important for improving the effectiveness of English language teaching, particularly in English as a Foreign Language (EFL) setting where exposure to the language is limited. This research investigates the learning style preferences of EFL students in the English Education Program at Universitas Esa Unggul. The study was motivated by the fact that many students are not fully aware of their own learning styles, which may influence the effectiveness of their English language learning. Using a descriptive qualitative method, data were collected from 10 participants through questionnaires and interviews based on the VARK framework (Visual, Auditory, Read/Write, and Kinesthetic). The findings revealed that students demonstrated varied preferences across the four categories, with some showing a dominant single style and others displaying multimodal tendencies by combining two or more styles. These results indicate that identifying students’ learning styles can provide valuable insights for improving teaching strategies in EFL classrooms. The study contributes to learner-centered English language education by encouraging teachers to integrate diverse instructional methods that address different learning preferences.
Exploring Students’ Perception of Lecturers’ Teaching Styles in Academic Reading Class Sumdari Uli Arta Siska; Hardianti Hardianti
Jurnal Lingua Idea Vol 16 No 2 (2025): December 2025
Publisher : Faculty of Humanities, Universitas Jenderal Soedirman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20884/1.jli.2025.16.2.18652

Abstract

This study explores students’ perceptions of lecturers’ teaching styles in the English Education Program at Universitas Esa Unggul. Grounded in Anthony F. Grasha’s (2002) five teaching style framework, like Expert, Formal Authority , Personal Model, Facilitator, and Delegator—the research aims to identify the styles most preferred by students, the reasons behind these preferences, and their perceived impact on learning outcomes. A qualitative descriptive design was employed, supported by a case study approach. Data were collected from 11 participants in the 2023 Academic Reading class through semi-structured interviews and a closed-ended questionnaire based on a Likert scale. Thematic analysis, assisted by Atlas. ti software was used to code and interpret the data. The findings revealed that students most favored a combination of the Expert and Delegator styles. The Expert style was appreciated for lecturers’ mastery of subject matter, clarity of explanations, and corrective feedback, which built students’ trust and confidence in learning. Meanwhile, the Delegator style was valued for fostering autonomy, critical thinking, and collaborative learning, enabling students to take greater responsibility for their own academic progress. Additionally, the Facilitator style was recognized as supportive in encouraging active participation, while the Authority and Demonstrator styles were noted for providing structure and clear guidance. Overall, students emphasized that a balanced approach—combining expertise, structure, and opportunities for independence—leads to more effective and engaging learning experiences. This research contributes to the understanding of how teaching styles influence student motivation, confidence, and engagement in English language learning. It highlights the need for lecturers to adopt flexible, student-centered strategies that integrate both academic rigor and opportunities for autonomy. Future studies are recommended to expand the scope across multiple institutions and incorporate additional methods, such as classroom observations, to strengthen findings.
Co-Authors Sumdari Uli Arta Siska Veamas Wahyu Saputra