The Business of Language Learning: Unpacking Male Preferences with the Felder-Silverman Model

Abstract

This study investigates the learning style preferences of male students in a business faculty in Sri Lanka, employing the Felder-Silverman Learning Style Model (FSLSM) to explore implications for English Language Teaching (ELT) within an English as a Second Language (ESL) context. A sample of 100 male students was assessed across four FSLSM dimensions: Active-Reflective, Sensing-Intuitive, Visual-Verbal, and Sequential-Global. Results reveal a predominant preference for visual learning (88%) and active engagement (67%), with a balanced distribution in other dimensions—intuitive learners slightly outnumber sensing learners (53% vs. 47%), and sequential and global learners are equally represented (50% each). Notably, most learners exhibited moderate or balanced preferences rather than extreme tendencies, indicating adaptability in their learning styles. These findings highlight the importance of visual aids and active learning strategies in ESL classrooms, especially where the cognitive demands of second-language processing require concrete, accessible instructional materials. The balanced sensing-intuitive and sequential-global preferences underscore the need for varied teaching approaches that integrate practical, detail-oriented instruction with conceptual, holistic learning experiences. Based on these insights, the study recommends incorporating multimodal teaching techniques, including visual materials and interactive activities, to better support male ESL learners in business disciplines. Limitations include the focus on a single gender and faculty and reliance on self-reported data. Future research should expand to include diverse demographics and investigate the relationship between learning styles and language proficiency. This research contributes valuable knowledge for designing learner-centred ELT programs in Sri Lankan higher education contexts.