Are EFL Students Aware of Their Learning Styles and Vocabulary Strategies

Abstract

This study investigates the relationship between vocabulary learning strategies and learning styles among English Philology students in Poland. A total of 215 students from three universities participated. Language proficiency levels were assessed using the LexTale test, revealing that most students were at the B2 level. A questionnaire was administered to evaluate students’ learning styles and vocabulary learning strategies. Results indicated that kinaesthetic learners had a strong tendency to interact with native speakers, while reader/writer learners favoured flashcards. Auditory learners preferred mapping and word grouping, and visual learners opted for part-of-speech analysis. However, none of these preferences were statistically significant, suggesting that students’ strategies did not align with their declared learning styles. This study is part of a broader research project investigating vocabulary learning among Polish EFL students. The dataset allowed for multiple analyses, resulting in two articles: the present study on learning styles and a second on proficiency levels and strategy use. By dividing the data, each article offers a focused exploration of key factors affecting vocabulary acquisition. Findings highlight the need for pedagogical interventions to help students identify and adopt vocabulary learning strategies aligned with their learning styles. Future research should explore how strategy training can enhance vocabulary learning outcomes.