Teaching English as a foreign language to undergraduate students of music and design according to their learning styles

The paper is dedicated to the contradictory issue of teaching design and music students of English as a foreign language according to their dominant learning styles. The existing literature mostly agrees that taking into consideration students’ dominant learning style increases their academic achievement, however, there are viewpoints that this idea is wrong. The goals of the current article were, first, to find out which dominant learning styles the design and music students at Batumi Art Teaching University, Georgia would demonstrate and, second, to find out whether teaching according to this learning style would benefit them academically. A small-scale experiment was conducted in two groups (10+10 students), one of which was at random chosen the experimental one and the other the control one. The experiment lasted for one month. The pre-and post-experimental language testing revealed that the experimental group’s results were statistically significantly increased, while the control group results were insignificantly increased.  

Keywords: learning style, English as a foreign language, students of music, students of design