This article examines the intersection of learning styles and formative assessment strategies within web-based learning environments, with a particular focus on their combined role in enhancing student achievement in English language courses at the university level. Drawing on four years of experience teaching English online and in blended formats, the author explores how awareness of individual learning style differences — visual, auditory, reading/writing, and kinesthetic — can inform the design of digital formative assessments that are both responsive and effective. The article presents theoretical frameworks underpinning both constructs, outlines practical web-based assessment strategies aligned with diverse learning preferences, and illustrates their application through classroom-grounded examples. Findings suggest that when formative assessment is deliberately designed to accommodate varied learning styles in digital environments, students demonstrate higher levels of engagement, improved self-regulation, and measurable gains in academic achievement. The article argues that learning-style-informed formative assessment is not merely a pedagogical refinement but a necessary adaptation to the evolving landscape of technology-enhanced language education.
Sodiqjonova Gulhayo Akbar qizi (Wed,) studied this question.