Learning Style Preferences by Iranian EFL Freshman University Students

The purpose of this study was to investigate the students’ learning styles preferences and their implications on the teaching and learning as well as the designs of the text books. A group of 92 Iranian university students who were randomly selected. The data were gathered through a Learning Style Questionnaire. The results demonstrated that there was no statistically significant difference between the mean scores of male and female students’ learning style preferences. An implication of this study is that the teaching style should be matched to students’ learning style and that the materials should also suit students’ learning preferences.