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College of Education
learning and their attitudes toward the class and the subject. It is important to note that L2
learners use strategies, and that the crucial issue is whether strategies are used flexibly
and appropriately (Skehan, 1998:264). In this regard, appropriate teaching style is an
important factor that has to be considered among language teachers. There has been a lot
of interest over the years on the effectiveness of different teaching methodologies such as
communicative language teaching, audio lingual, etc. However, language pedagogies
have different types of instruction that may only be limited to the target competency.
Thus, limited competencies are acquired by L2 learners without accounting for other
learning competencies. The teaching style of languages teachers vary according to the
types of instruction whether it is formal or classroom interaction. Although differentiated
instruction affects language learning, it still needs to be enriched and modified in so far as
accommodating individual differences is concerned. In this sense, the challenge now is
how language teachers can make language instruction viable and accessible for learners
having different learning styles. In addition, it is interesting to study the extent to which
the teaching styles and language learning styles match. In doing so, several dimensions of
learning style have to be defined and thought to be relevant to second language
acquisition and learning. In their study, Felder and Henriquez (1995) suggest that
multistyle approach can be useful in second language education. Studies show that
matching teaching styles to learning styles can significantly enhance academic
achievement, student attitudes, and student behavior at the primary and secondary school
level (Griggs & Dunn, 1984; Smith & Renzulli, 1984), at the college level (Brown, 1978;
Charkins et al. 1985), and specifically in foreign language instruction (Oxford et al. 1991;
Wallace & Oxford, 1992). However, it is argued that the privilege of using exclusive
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Felder, R., & Henriques, E. (1995). Learning and teaching styles in foreign and second
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