Match or mismatch? Learning styles and teaching styles in EFL

Learning styles are a student's “natural, habitual and preferred ways” of absorbing and processing a second language. This study investigated Reid's (1987) hypothesis that a mismatch between teaching and learning styles causes learning failure, frustration and demotivation. Data were collected through Reid's questionnaire, interviews and tests using 206 EFL students and 46 EFL teachers at a Hong Kong university. It was found that learners favoured Kinesthetic and Auditory and disfavoured Individual and Group styles,while teachers favoured Kinesthetic, Group and Auditory styles and disfavoured Tactile and Individual styles; Western teachers also disfavoured Auditory styles. There was therefore a mismatch regarding Group and Auditory styles. Interviews revealed that 72% of the students were frustrated by a mismatch between teaching and learning styles; 76% said it affected their learning, often seriously; and 81% of the teachers agreed with Reid's hypothesis. The correlations between learning style, proficiency and discipline were also checked. Learners who favoured Group styles were significantly less proficient. Conclusions are that EFL teachers should teach in a balanced style in order to accommodate different learning styles.