Jhimi Bolter Vivanco Loaiza / Juan Fernando Maldonado Rosales / Marjorie Nathaly Armijos Ramirez
Librería Samer Atenea
Kálamo Books
Librería Elías (Asturias)
Librería Kolima (Madrid)
Librería Proteo (Málaga)
Inside the EFL classroom each learner internalizes academic information based upon the learning style they identify with; therefore, these becomes a fundamental aspect for teachers as it demands of effective differentiated strategies to meet desired educational outcomes. In a non-native English-speaking country like Ecuador, recognizing learning styles represents a crucial step toward transforming instruction that lacks responsiveness to learner variability into more individualized and effective teaching strategies. Thus, the purpose of this study is to examine the association between English teaching strategies with the predominant learning styles of second-year bachillerato students in a public institution in Loja. In order to measure variables stated, a quantitative approach was employed. For the purposes of this study, data collection technique involved administering a VAK-based questionnaire to students and teachers. Data from 46 participants were gathered during a single time frame, reflecting the cross-sectional nature of the study. Main findings revealed that a majority of students have preference for auditory learning style, whereas visual and kinaesthetic categories were less favoured. Similarly, teachers reported the use of auditory-based strategies, although visual and kinaesthetic remain unused. To conclude, the findings suggest that, although a considerable portion of students are guided with strategies aligned to their learning style, other preferences remain unaddressed. Therefore, recognizing students’ unique approaches to processing English content is crucial, as it significantly contributes to the integration of strategies that accommodate such diversity. Additionally, it is recommended to implement tools which enable educators to address the individual characteristics of students with the purpose to modify pedagogical practices.
