Constructivist learning environment, learning style preference, and language ability of Chinese college EFL learners

The environment is a significant aspect that cannot be overlooked among the various factors influencing human development.The personal factors of students, such as their learning style preference, also play an essential role in developing their English language ability.This study aims to explore the impact of Constructivist Learning Environment and Learning Style Preference on the Language Ability of Chinese College EFL Learners, as well as the relationship among the three variables, and then to propose a project to improve the effectiveness of College English learning.Four hundred non-English Major College students in China, consisting of first-and second-year students from liberal arts and science majors, were surveyed via questionnaire.This study used a descriptive correlational method to describe and explain the relationship among these three variables.Descriptive statistical findings revealed significant positive correlations among constructivist learning environment, learning style preference, and the language ability of Chinese college EFL learners.While responses based on demographic profiles showed limited variations, recognizing gender-based differences and offering targeted language support is crucial.Recommendations include enhancing students' collaborative skills through structured peer learning activities, tailoring instructional strategies to accommodate and enhance group learning preferences, and improving students' English oral expression skills through targeted activities and exercises.These findings underscore the complexity of language learning dynamics within a constructivist framework.In future research, the researcher may explore how the constructivist learning environment and learning style preferences interact, leading to more precise pedagogical practices.