The truth behind learning styles

What was the last conversation you had about learning styles? Maybe you've noticed that they can cause intense discussions in staffrooms, online forums, training sessions or other places where teachers like to chat. This article looks at what learning styles are, why they're so controversial and their impact on teaching and learning. 

So, what are learning styles and why are they so controversial? 

In 1987 Neil Fleming proposed that learners could be categorised into four styles of learning – visual, auditory, reading/writing or kinaesthetic (VARK) – and that teaching should adapt to each learner's style in order to maximise effective learning. Since then, many other classifications of learning styles have emerged, but VARK seems to be the most popular. However – and this is the crucial bit – there is little evidence to support these theories.¹ Numerous studies have shown that there is little to no improvement in learning outcomes when educators adapt their teaching to cater to learning styles. 

One of the key issues is that learning styles are generally self-reported through surveys and so are actually learners' beliefs about how they learn best, rather scientifically validated facts.² You may have heard learners confidently claim that they are visual learners, or even said it yourself, but this is a learning preference, and this preference does not necessarily lead to more effective learning.³ 

As Kirschner states in one paper about 'the learning styles myth': 'First, there is quite a difference between the way that someone prefers to learn and that which actually leads to effective and efficient learning. Second, a preference for how one studies is not a learning style'.³ 

According to one study, 89 per cent of educators believe that 'individuals learn better when they receive information in their preferred learning style'.⁴ So why is this belief so widespread if there's no actual evidence? It's difficult to say for sure, but learning styles are an attractive and appealing theory that 'makes sense', and we all have experiences that we can relate to. For example, I find it difficult to remember new Spanish vocabulary until I see the word written down. Does this make me a visual learner? No, it's simply my preference in this particular context. 

What does this mean for the classroom? 

As educators it's important to follow best practice and try and keep up to date with research and developments in teaching and learning. Therefore, categorising learners as VARK or suggesting they do so is to be avoided! 

However, allowing learners opportunities to encounter new language and concepts in a variety of forms – in texts, audio, video, pictures, charts, diagrams – is good practice. There are a number of reasons why.

• To learn something, we need to encounter it many times, so providing new language in multiple forms – stories, songs, videos, games – helps learners remember it. 
• Language has different forms – a written form and a sound – so when you're teaching a new piece of vocabulary, for example, learners need to know what it looks like and sounds like. They also need to be able to understand it and produce it in order to fully know the new word. 
• Variety is a great way to keep learners' attention, and when learners are attentive and active, they are most receptive to learning. 

But the idea that each learner has one style or way of learning that is best for them – and that educators should identify and exploit it – is false. This sort of categorising can actually have negative effects. 

Evidence against learning styles 

There is also some evidence to suggest that encouraging learners to define themselves as VARK could even have negative consequences,⁴ for example if an 'auditory learner' thinks that they don't have to pay attention in reading and writing activities or if the visual learner complains because there is too much time spent on listening and speaking activities. As language teachers you know that covering the four skills is essential when learning English, so if learners decide not to participate in certain types of activities, this will have a negative effect on their learning. 

It's important not to forget the idea of challenge too. Learners need to be gently pushed so that they can move beyond what they know and develop new skills or knowledge. Often the challenging activities are the ones that lead to results. 

Think about your own learning for a moment. Do you prefer to learn everything in the same way – sport, language, maths, history, cooking, driving? What about different aspects of language? Could you learn every aspect of a language in one learning style – writing, pronunciation, speaking, grammar? It's likely you answered no to both of these questions, and learners are the same. They may have different preferences for different things at different times, so labelling them could actually prevent them from learning. 

Learners and learning are complex 

'Learning styles suggest that individuals have one way to learn best. Unfortunately, learning is complex, and not easy.'²  

Learning is complex and so are learners. They have many different characteristics and have different needs. These needs can change over time or vary from day to day or lesson to lesson! Perhaps one suggestion is to view the variety of activities you use as a form of differentiation and that not every activity will appeal to every learner. Some learners will benefit more from one activity than from another. 

To summarise, in order to maintain learners' attention, cater for a large group of individuals and keep everyone challenged and supported, you should continue to vary the tasks you use and the sorts of input you provide but NOT because it caters to every learning style but because this variety in learning is what makes it stick. 

References

1 Willingham, DT, Hughes, EM & Dobolyi, DG. 2015. The scientific status of learning styles theories. Teaching of Psychology, 42(3), 266–271.

2 Straub, EO. 2024. Roundup on research: The myth of 'learning styles'. Available from https://onlineteaching.umich.edu/articles/the-myth-of-learning-styles/ 

3 Kirschner, PA. 2017. Stop propagating the learning styles myth. Computers & Education, 106, 166–171. 

4 Swansea University. 2021. New review says ineffective 'learning styles' theory persists in education around the world. Available from https://www.swansea.ac.uk/press-office/news-events/news/2021/01/new-review-says-ineffective-learning-styles-theory-persists-in-education-around-the-world-.php 

Sangeeta Sathe has worked in ELT for 13 years as a teacher, trainer, writer, academic manager and examiner. Sangeeta currently specialises in preparing learners for Cambridge exams. Her work as a writer includes materials for the EU’s Erasmus+ programme, the British Council and Cambridge University Press and Assessment.