The Concomitance of VLS with Learning Styles in Fostering Reflection among University Students

This study attempts to unveil the Concomitance of vocabulary learning strategies with styles in fostering reflection among university students during reading comprehension texts. For this purpose, data is collected employing a primary source form structured close-ended questionnaire, which addressed, respectively, from Departments English Studies different universities. The participants quantitative are 84 recruited using non-probability convenience sampling. In study, two analysis methods used: descriptive and Pearson correlational analysis. former summarizes demographic variables shows that employ duality as they prefer integrate multi-modal approach learning, while latter analyzes concomitance variables. findings correlation reveal significant relationships interest study. most salient indicate there moderate positive association between learner’s preferences on one hand, preparation phase teacher’s role other hand. Additionally, significantly associated strategies, production role. results can also be classroom environment management. proposes training metacognitive, cognition VL implemented language classrooms increase students’ control over facilitate their knowledge acquisition.