Exploring language learning styles and academic achievement among Iranian senior high school EFL students

Abstract

This study aimed to investigate the relationship between language learning styles and academic achievement among Iranian senior high school EFL students. The study addressed a gap in the literature regarding the impact of learning styles on EFL students' performance in Iran, as few studies have explored this connection in this specific educational context. The target sample consisted of 40 randomly selected 11th-grade students from two public schools in Kazerun, Fars province, Iran. The VARK Learning Style Index was used to identify the students' preferred learning styles, and their final exam achievement test scores were used to measure academic performance. Descriptive statistics were employed to analyze the data. The results revealed that the majority of students were auditory learners, followed by kinesthetic and reading/writing learners, with visual learners making up the smallest group. Notably, auditory learners achieved the highest mean test scores, indicating a potential link between auditory learning preferences and academic success. These findings suggest that recognizing and adapting to individual learning styles, particularly auditory preferences, can enhance student engagement and academic achievement. The study provides valuable insights for educators aiming to optimize language instruction based on students' learning style profiles.

Keywords: Academic achievement; EFL learner; learning style.