International Journal of English Linguistics; Vol. 7, No. 5; 2017 ISSN 1923-869X E-ISSN 1923-8703 Published by Canadian Center of Science and Education 176 An Investigation of Learning Style Preferences on the Students’ Academic Achievements of English Norma Nawaf Yousef Al-Zayed 1 1 Department of English at Middle East University, Faculty of Arts and Sciences, Amman, Jordan Correspondence: Norma Nawaf Yousef Al-Zayed, Department of English at Middle East University, Faculty of Arts and Sciences, Amman, Jordan. E-mail: dr_normaalzayed@hotmail.com Received: April 12, 2017 Accepted: May 28, 2017 Online Published: July 36, 2017 doi:10.5539/ijel.v7n5p176 URL: http://doi.org/10.5539/ijel.v7n5p176 Abstract This study aims to investigate whether there are any statistically significant correlation between perceptual learning styles and achievement. Raising learners’ awareness regarding their learning styles and preferences, which develops the better understanding of the learning achievement, and help instructors become more conscious of some factors affecting academic achievement. Additionally, the study assists instructors to identify their student’s preferred learning styles that can affect their achievement. Furthermore, no study up to now has been conducted in Jordan which investigates the relationship between the learning styles on the achievement of EFL at the tertiary level. The data was collected through the learning style preferences questionnaire and it was analyzed using statistical techniques, Descriptive statistics showed that: 1). The most preferred learning styles followed the auditory style, group learning style, kinesthetic style and visual style. 2). The finding also revealed that there was no statistically significant correlation between learning style and achievement. Additionally, both showed similar references for kinesthetic and visual styles. Based on these findings, some recommendations have been made. Keywords: visual, auditory, kinesthetic, EFL 1. Introduction 1.1 Statement of the Problem Learning styles conducted by Jordanian students do not correlate to the foreign language achievement because teachers, parents and administrators fail to consider the different styles when assessing students. This leaves the students with one style that they are used to. What worsens the situation is that Jordanian learners are unaware of the idea that there are various learning styles; other learners adhere to while learning a target language. Therefore, the main purpose of the current study, firstly, was to identify the learning styles of the students and to identify the learning styles preferences of students on academic achievement in English. 1.2 Significance of the Study Very few researchers have empirically examined the role of the learning styles in relation to foreign language proficiency compared to the huge amount of research that has been conducted to assist curriculum designers and material producers to integrate the appropriate activities, aids, drills… etc. that matches the preferred styles and strategies utilized by EFL students. This study is a new addition to the educational research, which focuses on the role of learning styles on foreign language achievement. Furthermore, to the best of the researcher’s knowledge, no study up to now has been conducted in Jordan that investigated the relationship between the perceptual learning styles on the achievement of EFL at the tertiary level. 1.3 Questions of the Study The current study addresses the following questions: 1) What are the learning style preferences of English language students studying in Pioneer Educational School? 2) Is there any statistically significant correlation between students’ academic achievements and their learning styles?