The idea that different teaching techniques are more effective for different students – known as learning styles – has been a popular topic in education for over 50 years. However, recent research has revealed that the notion of learning styles is likely a myth. Regions of the brain are too interconnected to function better for one learning style over another and there is a strong lack of science supporting the theory. Nevertheless, what does remain true is students do have different preferences in how they like to learn. Understanding these differences in TEFL learning preferences is important, as students will be more engaged in activities that they enjoy. Additionally, students benefit from presenting information in a variety of formats throughout a lesson.

Therefore, this article will highlight how to recognize and address these differences in preferences. The tips presented will help you to improve engagement and efficiency within the TEFL classroom.

The Different TEFL Learning Preferences

There are many distinct learning preferences. This article will focus on the four most common:

1. Visual students prefer to see information in charts, diagrams, or written notes.
2. Auditory students prefer listening and verbal instructions.
3. Kinesthetic students prefer doing and hands-on activities.
4. Reading/writing students prefer reading and writing tasks.

It is common to have a mix of these learning preferences in any classroom. Thus, variety in lesson planning is important, to ensure all students are engaged and learning effectively.

Adapting Lesson Plans for TEFL Learning Preferences

Vocabulary Lessons:

1. Visual students: Create word maps or flashcards.
2. Auditory students: Use repetition, pronunciation drills, or have students create rhymes.
3. Kinesthetic students: Use real objects to explain or have students act out the meanings.

Grammar Lessons:

1. Reading/writing students: Provide written exercises or grammar worksheets.
2. Auditory students: Explain grammar rules aloud and have students repeat examples.
3. Kinesthetic students: Use grammar games like charades or board games.

Speaking Practice:

1. Auditory students: Focus on dialogue exercises and group discussions.
2. Kinesthetic students: Use role-playing and conversational games.
3. Visual students: Use visual cues, prompts, or picture-based discussions.

Classroom Management Strategies

When addressing differences in TEFL learning preferences, flexible grouping is a critical strategy. You should occasionally group students by learning preference for targeted activities. However, you should also take care to mix them up to encourage diverse interactions. Furthermore, give students options for how they can complete tasks. Allow them to choose between activities such as drawing, writing, or presentations to practise.

In addition, it’s important to use a range of assessments throughout a course. Quizzes, oral presentations, and hands-on projects measure learning in different ways. Thus, integrating this range will give students equal opportunity to present their knowledge. Finally, use a dynamic and continuous approach to adapting to your class’s learning preferences. Observe students’ engagement with different activities and make adjustments. 

Challenges and Solutions with TEFL Learning Preferences

One of the biggest challenges teachers face when accommodating different TEFL learning preferences into curriculum is the difficulty integrating every learning preference in a single lesson. In response to this, it’s okay to rotate teaching methods throughout a week. This will be more feasible than covering many activity types in a single lesson. Everyone should still be able to have their preferences met in that time.

Additionally, a common issue is facing resistance from students when introducing activities outside of their comfort zone. To minimise this, be sure to gradually introduce new methods and activities over a course. Clearly explain the benefits of the variation in learning strategies as you do so.  

Sample Lesson Plan

Learning Objective: Students will learn and practice vocabulary and structures used to describe places, focusing on engaging all learning preferences.

1. Warm-Up (5 minutes)

• Activity: Students think individually about their favourite place in the world. After 1 minute, they pair up to discuss why they like this place with a partner.
• Learning Preferences:
  • Auditory: Verbal discussion with a partner.
  • Reading/Writing: Students can jot down notes or ideas before sharing.
• Purpose: Engage students in describing places informally while warming up language skills.

2. Vocabulary Introduction (5 minutes)

• Activity: Present 8-10 new words (e.g., “bustling,” “serene,” “picturesque,” “remote,” etc.) using images of different locations (cities, countryside, beaches, etc.) to illustrate each word.
• Learning Preferences:
  • Visual: Use images or slides to show examples.
  • Auditory: Say the words out loud and ask students to repeat after you.
  • Reading/Writing: Have students write down the vocabulary and definitions.
• Purpose: Provide a mix of visual and auditory input for better retention.

3. Grammar : Comparative/Superlative Structures (10 minutes)

• Activity: Explain comparative and superlative structures (e.g., “more beautiful,” “the most beautiful,” etc.) with visual aids, such as a chart. Then, provide written examples to analyse.
• Learning Preferences:
  • Visual: Use a chart with clear comparisons (e.g., “New York is busier than Paris”).
  • Reading/Writing: Provide a handout with grammar rules and examples.
  • Auditory: Read out loud the examples and encourage repetition.
• Purpose: Engage different learning preferences while focusing on a key grammatical point.

4. Speaking Activity (15 minutes)

• Activity: In pairs, one student is a travel agent, and the other is a tourist looking for a vacation spot. The travel agent uses the vocabulary and comparative/superlative structures to describe two or more places. The tourist asks questions and makes a decision about where to go.
• Learning Preferences:
  • Auditory: Students practise listening and speaking with their partner.
  • Kinesthetic: The role-playing aspect helps kinesthetic learners engage.
  • Visual: Use pictures or props (e.g., brochures) to represent the destinations.
• Purpose: Practise speaking fluently using new vocabulary and grammar in a real-life context.

5. Writing Activity (10 minutes)

• Activity: Students write a brief description of their dream vacation spot using the new vocabulary and grammar. They compare this location to another place they’ve heard about.
• Learning Preferences:
  • Reading/Writing: This caters specifically to students who prefer written exercises.
  • Visual: Encourage students to describe their place visually through detailed language.
• Purpose: Reinforce vocabulary and grammatical structures through writing.

6. Kinesthetic Review Game (10 minutes)

• Activity: Divide the class into two teams. Throw a softball or bean bag to one student and call out a vocabulary word (e.g., “serene”). The student must quickly describe a place using that word, and then toss the ball to another student, who does the same with a different word. 
• Learning Preferences:
  • Kinesthetic: Students engage in a physical activity while using the target language.
  • Auditory: Students listen to each other’s descriptions.
  • Visual: Use flashcards with the vocabulary words for extra visual support.
• Purpose: Review vocabulary in an active, engaging way that appeals to kinesthetic learners.

7. Lesson Recap (5 minutes)

• Activity: Ask students to write down one new thing they learned today (either vocabulary, grammar, or about describing places) before leaving.
• Learning Preferences:
  • Reading/Writing: Helps consolidate learning through reflection.
• Purpose: Quick review of key lesson points and an opportunity for self-assessment.

Conclusion

The above sample plan demonstrates how to incorporate a variety of different learning preferences within a single lesson. Feel free to adapt it for your own lessons and experiment with different learning strategies. In conclusion, by understanding and embracing your students’ learning preferences, you can unlock their potential and create a dynamic, responsive, and inclusive TEFL classroom.

SOURCES

1. Understanding Learning Styles by the University of Waterloo.
2. Four reasons to avoid ‘learning styles’ – and one alternative by the British Council.
3. Adaptive Teaching by CPD Online College.
4. Differentiation Strategies by Structural Learning.
5. Is the Learning Styles ‘Myth’ Important? by National Institutes of Health.