Learning styles and task preferences in online language courses: Match or mismatch?

Despite the widespread recognition of learning styles (LSs) in online language contexts, there seems to be a paucity research on their direct role learners’ task preferences. Therefore, this article aims investigate LSs learners' preferences for specific tasks added typical English classrooms. To accomplish objective, data were collected through questionnaire LSs, ratings and semi-structured interviews. The quantitative revealed learners with certain dominant had features consistent individual characteristics. thematic analyses went further by showing that an awareness could help better select preferred tasks. It is concluded instructors use based them have characteristics order they can benefit more from instructional materials.
 Keywords: Learning styles, classroom, design, differences,