Accommodating students' learning styles differences in English language classroom

Learning style is the way in which learners characteristically prefer to learn. In spite of teachers' less accommodation of different learning styles, mismatches often occur between the students learning style differences and instructional methods employed by teachers. This results less learning and misbehaving. This paper defined several dimensions of learning thought to particularly relevant to foreign language classes. The research examined the teachers' classroom practice of accommodating learning style differences and suggests the important steps and modalities to address the educational needs of all students in English language classes. Questionnaire was used to obtain adequate information about teachers’ classroom practice of learning style differences. The data assembled and organized was analyzed and explained in detail. The result was interpreted in line with the objectives of the research questions. Findings of the study indicate that more than averages of EFL teachers of Chamo secondary school in Arba Minch, Ethiopia were not accommodating learning style differences in the classroom. Besides, the instructional aids and classroom exercises were mismatching with learning style differences. EFL teachers also were not accommodating and addressing the learning style differences.