Teachers' Strategies to Deal on Students' Learning Preferences in Blended Learning

ABSTRACT

COVID-The influenza pandemic of 1918 has altered the learning and teaching process to remote learning. This circumstance has forced instructors, as suggested by experts, to include learning styles into lesson preparation in order to assist pupils. This research intends to investigate how EFL instructors adapt students' learning styles in distance education to assist students grasp and acquire language, as well as the problems teachers face in doing so. It adopted a qualitative phenomenological approach to collect data via interviews and observation. The research indicated that EFL instructors utilized a variety of online platforms, created/adjusted resources, and administered a variety of evaluation forms to meet the learning patterns of distance learners. However, it proved unable to accommodate all learning styles in the classroom due to connection/technical issues, instructors' workload, the large number of students, and students' lack of enthusiasm. It may be inferred that adjusting students' learning styles in online education is more difficult than in traditional classrooms. The study's findings provide a good reference for evaluating the methods of adapting students' learning styles in distant education.