Author
Rose-Ann G. Sy
Northeastern College
Santiago City, Isabela, Philippines
Abstract
Understanding how students learn best is a continuing concern in education, particularly in English language classrooms where learners must develop multiple communicative skills through varied instructional approaches. However, limited empirical research has examined how the alignment between teachers’ instructional strategies and students’ learning style preferences influences student engagement in secondary English classrooms in rural Philippine settings. This study investigated the correlation between teacher instructional strategies, student learning style preferences, and student engagement in English language learning among 40 English teachers and 400 junior high school students from selected public secondary schools in the Cabagan District, Isabela. Using a quantitative–correlational design, data were collected through a VARK-based learning style inventory, a teacher instructional strategy inventory, and a student engagement scale. Results revealed that teachers frequently used multimodal instructional strategies, while students strongly preferred kinesthetic and auditory learning styles. Significant positive correlations were found between instructional strategies and learning styles (r = 0.713, p = 0.000) and between learning style alignment and student engagement (r = 0.682, p = 0.000). Overall, the findings suggest that aligning instructional strategies with students’ learning preferences enhances engagement in English language learning.
Keywords: Instructional strategies, learning styles, student engagement, English language learning, multimodal instruction.
DOI: http://doi.org/10.69651/PIJHSS0501868
Recommended citation:
Sy, R.-A. G. (2026). Teacher instructional strategies, learning style alignment, and student engagement in English language learning. Pantao (The International Journal of the Humanities and Social Sciences) 5 (1), 9772-9782. http://doi.org/10.69651/PIJHSS0501868
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