Explorations in learning styles have proved the significance of the ways students approach, assimilate, and process information. Students’ perceptions and their organization influence the quality of language learning and guide them towards autonomy, too. This study attempts to identify the preferred perceptual learning styles of 86 Saudi English for Specific Purposes (ESP) female students in the Preparatory Year Deanship, Prince Sattam bin Abdul Aziz University, Saudi Arabia. To accomplish this aim, a Perceptual Learning Style Preference Questionnaire (PLSPQ) developed by Joy Reid (1987) was used. The results showed that the participants’ major learning styles were Kinesthetic, Group, Auditory, Visual, and Tactile, whereas their minor style was Individual. The analysis of the data also revealed that the most preferred learning style was the Kinesthetic learning style (18.64%, M=4.42), and the least preferred one was the Individual learning style (14.30%, M=3.39). The second to fifth place belonged to Group (17.19%, M=4.07), Auditory (16.81%, M=3.98), Visual (16.55%, M=3.92) and Tactile (16.52%, M=3.91) learning styles. The findings have implications for teachers, syllabus designers, and researchers to take into consideration students’ preferred learning styles for language learning while teaching, changes in the learning environment, and material adaptation.

中文翻译：

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沙特ESP学生的学习方式

对学习风格的探索已经证明了学生接近、吸收和处理信息的方式的重要性。学生的看法和他们的组织会影响语言学习的质量，并引导他们走向自主。本研究试图确定沙特阿拉伯萨塔姆·本·阿卜杜勒·阿齐兹王子大学预备年院长的 86 名沙特特定目的英语 (ESP) 女学生的首选感知学习方式。为了实现这一目标，使用了 Joy Reid (1987) 开发的感知学习风格偏好问卷 (PLSPQ)。结果表明，参与者的主要学习风格是动觉、群体、听觉、视觉和触觉，而次要风格是个人。数据分析还显示，最喜欢的学习方式是动觉学习方式（18.64%，M=4.42），最不喜欢的是个体学习方式（14.30%，M=3.39）。第二至第五位分别属于小组（17.19%，M=4.07）、听觉（16.81%，M=3.98）、视觉（16.55%，M=3.92）和触觉（16.52%，M=3.91）学习方式。这些发现对教师、教学大纲设计者和研究人员有启示意义，让他们在教学时考虑学生对语言学习的偏好学习方式、学习环境的变化和材料的适应。92) 和触觉 (16.52%, M=3.91) 学习方式。这些发现对教师、教学大纲设计者和研究人员有启示意义，让他们在教学时考虑学生对语言学习的偏好学习方式、学习环境的变化和材料的适应。92) 和触觉 (16.52%, M=3.91) 学习方式。研究结果对教师、教学大纲设计者和研究人员有启示意义，让他们在教学时考虑学生对语言学习的偏好学习方式、学习环境的变化和材料的适应。