Understanding Bamyan EFL Students’ Learning Preferences and Instructional Adaptation in Challenging Classrooms

Abstract

This study examines the learning style preferences of English language students at Bamyan University and explores how these preferences affect classroom participation and academic performance. It also examines instructors’ awareness of diverse learning needs and their ability to adapt teaching practices. The research used a mixed-methods approach. Data were gathered through a VARK questionnaire, classroom observations, and a student focus group. Teacher interviews and an analysis of academic records provided additional context. Results indicate a strong preference for visual (38%) and auditory (27%) learning. Reading/writing (20%) and kinesthetic (15%) styles were less common. Students with visual or auditory preferences participated more and earned higher grades in traditional lectures. In contrast, kinesthetic learners often struggled due to a lack of hands-on learning opportunities. Teachers understood that students learn differently. However, they reported major obstacles to adapting their methods, including large class sizes, a fixed curriculum, and limited resources. While methods like flipped learning were seen as helpful, they were not widely used due to technological and training constraints. The study underscores the critical need for adaptable, student-centered teaching strategies and practical policy measures to enhance engagement, fairness, and the effectiveness of English-language education in resource-limited contexts, thereby demonstrating the value of learning style theory in such settings.