Abstract
There are increasing research studies on learning style applications that show positive results in elementary, secondary and higher education. Educators begin to feel the importance of identifying the learning style preferences of the students . In this study, an attempt was made to identify the learning style preferences of 237 students in learning English through the use of Willing's questionnaire on "How do you learn best". The subjects included two groups of university year 1 and four group s of year 2 Computer studies students across five academic years. Results show that most students in each of the six groups are communicative learners. The fact that the results seem to be generally consistent across different years is an interesting phen omenon. This may be a significant indicator for future direction in the design of tasks for the computer students in this study or in similar learning contexts as those in this study. Suggestions are given as regards how the students' learning style prefe rences can help task design. Pedagogical implications are also discussed.
| Keywords: | learning style; task design |
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