Exploring learning style preferences of Yemeni EFL learners: the impact of gender, age, and academic qualification

Abstract This paper examines the patterns and choices of English as a foreign language (EFL) learner concerning their learning styles and how learners’ demographics, specifically gender, age, and academic qualifications, affect their preferences. It highlights the preferred learning styles of Yemeni students learning English as a foreign language, a group that has not been extensively studied. The participants ( n = 205) were surveyed using a Learning Styles Questionnaire (LSQ), which evaluates six major forms of learning: visual, auditory, kinesthetic, tactile, group, and individual learning. The results show that Yemeni EFL students perform best with kinesthetic and tactile learning styles, which indicates that they benefit most from physical and participatory activities. There was a slight preference for group and auditory styles of learning. Visual and individual learning styles were the least favored. Furthermore, statistical tests showed that the variables of gender, age, and academic qualifications were insignificant concerning the preference of learning style. Ultimately, the results indicate that these students prefer interactive and hands-on learning methods, which differ from the traditional lecture-based approaches often found in classrooms. This suggests the need for educators to adjust teaching techniques and curricula to align more closely with students’ preferences in similar educational settings.