Innovation in Language Learning

Learning Styles and Approaches to Teaching have been matter of thorough research. The outcome of such research has crystallized in the conclusion that students have different ways to learn, retain, retrieve, and process information while instructors have different teaching methods. At this particular juncture, it has become unquestionable the students’ Learning Style is closely related to and dependent on the instructor’s method of teaching. Given the close link and dependency, many mismatches may take place when the students’ Learning Style is not taken into account, which, more than less likely leads to inauspicious results. Furthermore, mismatches may also occur in the absence of another key factor that concerns the learner, namely, gender. In the “fight” between those who consider Learning Style and gender as inconclusive data and those who insist on their impact, would a closer look through a combination of both yield more information? To answer the question, the object of this paper, questionnaires were submitted to participants. Those were third-year LMD students at Abd El Hamid Ibn Badis University, department of foreign languages.  One hundred seventeen students completed the questionnaires (67 females, 50 males.) Their age ranged from 18 to 26 with a mean age of twenty-one. Participants had studied English from middle school, in other terms, for an average span of five years. The findings will help infirm or confirm the typical assumptions.