Auditory Learning Styles and Their Impact on EFL Learners' Listening Proficiency

Abstract

This study investigates the influence of auditory learning preference on listening proficiency among students. Despite the popularity of learning style inventories in educational settings, empirical evidence regarding their predictive power remains contested. Using a quantitative approach, this study involved 22 auditory-dominant students to determine whether their learning preference significantly predicts their performance in listening comprehension tests. Data were analyzed using descriptive statistics and Simple Linear Regression. The results revealed that auditory learning preference is not a statistically significant predictor of listening proficiency ( ), with the preference accounting for only 2.8% of the variance in students' listening performance. These findings suggest that auditory learning preference is not a primary determinant of listening success and that self-reported sensory preferences may not be reliable indicators of academic achievement. The study concludes that educators should prioritize evidence-based pedagogical practices—such as developing vocabulary mastery and metacognitive strategies—that benefit all learners regardless of their perceived learning style. These insights contribute to the growing body of literature challenging the reliance on learning style inventories in second language acquisition.