The Language Learning Styles and Learning Strategies Relationship in Depart of English, Faculty of Education, Champasack University.

This study was conducted at Department of English, Faculty of Education, Champasack University aiming to investigate the situations of students’ learning styles preference and strategies used and to examine the significances between language learning styles, learning strategies and base on their gander. The 180 students were selected equally; 90 males and 90 females by mixed methods sampling strategies techniques systematically. The perceptional-questionnaire was applied by using the 70-item with five Likert scales and related structured-interview was also conducted with 20 students. The questionnaire’ pilot reliability was found at 0.75 Alpha values of acceptable. The data analysis was analyzed by statistical independent t-test, Pearson Correlation, Mean scores and Standard deviation of each item calculating accordantly with the responded scores. The findings of the study revealed that the kinesthetic learning style was the most preferred. Closely found, visual, auditory and group learning styles accordingly related. Moreover, the meta-cognitive, compensatory and cognitive strategies were the most often frequency strategies used and relatively used by memory-related and social strategies. To examine gender’s perception towards learning styles and learning strategies; there were statistically significant differences between males and females in auditory, kinesthetic, tactile, individual and group learning styles and there were statistically significant differences between males and females in memory-related, cognitive, affective and social strategies. Final results were also proved that ‘Language learning styles’ had almost significantly correlated with the ‘Language learning strategies’.