The document discusses learning styles in language teaching. It defines learning styles as a student's consistent way of perceiving, processing, and recalling information. Teachers should be aware of students' different learning styles, such as visual, auditory, kinesthetic, and tactile, to make language learning more effective. The document provides descriptions of characteristics for each learning style to help teachers identify students' preferences and incorporate a variety of teaching activities accordingly.

1. Learning Styles in Language Teaching
When learning a new language, students preferentially take in and
process information in different ways, for that reason, it is crucial for
teachers to be aware of their students’ learning styles to make language
learning-teaching process more enjoyable and feasible.
According to Ellis (1985), learning styles are defined as the more or less
consistent way in which someone perceives, conceptualizes, organizes
and recalls information. There is no doubt one of the things every
teacher should consider when planning learner-centered lessons is
learning styles. Whether perceptual or cognitive, learning styles are
natural preferences. Almost everyone learns by using a combination of
styles, but has one that is more “efficient” than the others. Learning
style categorizations include environmental preferences, and emotional,
sociological, physical and psychological groupings (Johnson, K. 2007);
and many researchers have broken down learning styles into different
classification systems.

2. Why should Teachers become aware of Learning Styles?
One of the key aspects to keep in mind in language teaching is that teachers must become aware
of their own styles. As Johnson (2007) states, teachers’ strongest learning style is probably their
strongest teaching style. This is great for the students who have the same learning style as the
teacher, but students with other strongest learning styles are often left out. Therefore, teachers
must consciously work on including a wide range of activities and teaching materials in EFL lessons
in order to encourage other ways of learning and help students learn more efficiently according to
their personal styles.
Beginning teachers will probably benefit most from the basics principles of the approach that
incorporates Visual (seeing), Auditory (hearing), Kinesthetic (moving) and Tactile (touching) ways
of learning.
As coping with young language learners, it would be advisable to focus attention on students'
classroom attitudes and behaviors which may prove somehow their dominant learning style. Being
aware of common features can make learners' style be distinguished more easily by the teacher.
EFL: English as a Foreign Language

3. Visual Learning Style
VISUAL LEARNERS
These learners need to see the teacher's body language and facial
expression to fully understand the content of the lesson. They
think in pictures and will be able to recall what they see and will
prefer written instructions. Visual learners are sight readers who
enjoy reading silently. They will learn best by observing and
enjoy working with visual displays including diagrams,
illustrations, transparencies, videos and hand-outs.
FEATURES OF A VISUAL LEARNER:
 Enjoys looking at books
 Creates an orderly environment with work materials.
 Enjoys puzzles, board games, video segments.
 Notices details of surroundings.
 Watches the teacher's face.
 Understands directions right away if shown rather than told.
 Reproduces information by visualizing the text page.
 Usually works very quickly in class and finishes early.
 Rarely speaks in class or speaks in few words.

4. Auditory Learning Style
AUDITORY LEARNERS
These learners learn best through verbal lectures, discussions, talking
things through and listening to what others have to say. Written
information may have little meaning until it is heard. They often benefit
from reading a text aloud and using a tape recorder. Students with this
style will be able to recall what they hear and will prefer oral instructions.
They learn by listening and speaking. These students enjoy talking and
interviewing. They are phonetic readers who enjoy oral reading, choral
reading, and listening to recorded books.
FEATURES OF AN AUDITORY LEARNER:
 Usually the class clown.
 Is always chattering, whispering.
 Tells jokes and stories.
 Has many creative excuses.
 Uses rhythm and sound as memory aid.
 Can memorize easily.
 Can retell a story or message with high accuracy after one repetition.
 Seems brighter than test results (usually does poorly on written).
 Makes good group leade; does well in acting.

5. Kinesthetic/Tactile Learning Style
KINESTHETIC & TACTILE LEARNERS
Kinesthetic/Tactile people learn best through and hands-on approach, actively exploring the
physical world around them. They may find it hard to sit still for long periods and may become
distracted by their need for activity and exploration. These learners express themselves through
movement. They have a good sense of balance and eye-hand coordination. They have to do things
on their own to be able to learn the new language. Kinesthetic/Tactile learners learn best by
touching or manipulating objects. They understand directions that they write and need to involve
their whole body in learning. Total Physical Response is a good ESL method for them. They
remember material best if they act it out.
FEATURES OF A KINESTHETIC/TACTILE LEARNER:
 Must move, cannot sit down for normal periods of time.
 Doodles, folds papers, writes words over and over.
 Likes to do things with hands.
 Is good at taking things apart and putting them back together.
 Is good at sports and physical tasks.
 Uses movement and rhythmic routines as learning aids.
 Needs manipulative tasks to conceptualize abstract ideas.
 Learns best with quiet periods followed by active periods.
 Needs body space, should not be too close to other students.

6. Main Sources
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Workshop by Kitty Johnson, Regional English Language Officer, U.S. Embassy Held at
University of Nariño in 2007.
Ellis, R. 1985. Understanding Second Language Acquisition. Oxford: Oxford University Press.