Learning Style Preferences among Second-Semester EFL Students in Speaking Class

Abstract

While learning styles significantly influence language acquisition, limited research explores how they shape student perceptions in Indonesian EFL speaking classes. This study identified the dominant learning styles of second-semester EFL students using the VARK model and investigated how students with different modalities perceive speaking activities. Using an explanatory sequential mixed-methods design, a VARK questionnaire was distributed to 21 English Education students at Universitas Riau Kepulauan, followed by interviews with three students representing each dominant style. The quantitative results showed that the auditory modality was the most preferred (117 choices), followed by visual (78 choices) and read/write (75 choices). Interview findings revealed that learning preferences were highly task-dependent. Auditory learners preferred interactive discussions and immediate oral feedback. In contrast, visual learners favored multimedia and delayed written feedback to reduce anxiety, while read/write learners relied on text support, like scripts, to build speaking confidence. These findings suggest that because auditory learning dominates this context, speaking instructors should move away from uniform teaching methods. Instead, they should incorporate multimodal activities and differentiated feedback to create a more inclusive, student-centered classroom.