EFL Teachers’ Awareness and Accommodations of Learners’ Different Learning Styles in ELT Context: Two Colleges of Teachers’ Education in Oromia, Ethiopia.

Abstract

Educators of English as a foreign language (EFL) at Dembi Dollo and Mettu Colleges of Teachers' Education in Oromia, Ethiopia, were the subjects of this study, which aimed to examine how well they understood and accommodated their students' diverse learning styles. The study's primary goal was to document the current state of affairs regarding the ways in which EFL instructors accommodate students' learning styles, hence a descriptive survey approach was chosen to accomplish this aim. Using a rigorous sample technique, a total of 60 participants were selected, including EFL teachers and third-year EFL students from the English language department. Also, in order to see how the teachers really taught English, classroom inspections were carried out. The data collected from the two sources were triangulated using this technique. Lastly, the study's results showed that EFL teachers at CTEs did a poor job of adjusting their lessons to accommodate their students' various learning styles. To rephrase, when instructing their students in English, EFL instructors at the aforementioned CTE institutions are failing to take into account their students' individual learning styles. Teachers may have failed to accommodate their students because they did not take the time to understand how students learn best.