The Relationship Between Learning Styles and the Academic Performance of Learning English as a Second Language

This paper focuses on the relationships between learning styles and English as a second language academic performance in non-native and native language environments. The paper discusses learning English in non-native and native language environments, respectively. Non-native language environments are mainly categorized into passive learning. This refers to learning in a traditional structured classroom and self-regulated learning, which is about learning English through self-regulation. Then, the learning styles and experiences of immigrant children and international students in native language environments will be discussed. Through this analysis, the paper highlights the advantages and disadvantages inherent in each learning approach and style. The findings underscore the complexity of English as a second language acquisition across different settings, shedding light on the nuanced factors shaping language proficiency. In sum, this research provides valuable insights into the intricate interplay of learning styles and English as a second language performance, contributing to a deeper understanding of language learning dynamics.