Language Learning Style

During the past thirty years, theory and practice in language learning and language teaching have changed in various ways, also students learning style is become different in past decade, learners try to find the easiest way to learn the material, they should be aware of their own learning style and teachers should identify student learning style and match it to their teaching methodology. Today one of the common issues in foreign language learning environment is raise consciousness of learners and also teachers about different learning styles and its potential effect on the learner achievement and its outcome with focusing on computer assisted language learning at their classroom. Over the past decade, computer-assisted language

Moreover, there is a great deal of evidence that a mismatch between students’ learning styles and teacher’s instructional style may have a negative impact on classroom learning (Felder & Henriques, 1995; Mulalic, Mohd Shah & Ahmad, 2009). Iranian EFL learners are no exception to this rule; they are perhaps facing even more difficulties due to the mismatch between teaching and learning styles. Many Iranian teachers who are the product of a traditional educational system,do not seem to be aware of their students’ styles and just try to draw upon a limited number of teaching styles within their comfort zone. It should be noted that few studies have addressed the relationship between perceptual learning and teaching styles in Iran (e.g. Alemi, Daftari & Tobolcea, 2011; Azizi-Pajoh, 2007; Hayati,

As stated by (Oxford, 2003), these two key factors show how – and how well – EFL/ESL students learn a language.Learning strategies were first manifested in (Rubin, 1975) study who defined them as the techniques a learner may employ to acquire language. In furthering the discussion, she stated that “learning strategies are actions taken by the learners to make learning easier, faster, more enjoyable, more self-directed, more effective, and more transferable to the new situation” (1990, p.8). Six main categories of L2 learning strategies have been proposed by (Oxford, 1990): memory strategies, cognitive strategies, compensation strategies, metacognitive strategies, affective strategies, and social strategies.Another contributing factor in language learning success and a determining variable in describing individual differences is learning style. In contrast to language learning strategies which are consciously chosen by the learners, learning styles are inherent preferences that learners use in acquiring a new language. The inherent nature of learning styles turns them to a favored habitual mental activity in processing new information (Ehrman&