Enormous changes have taken place in second and foreign language learning over recent decades [1].
Currently, there is a growing interest in the factors that influence the learning of the four language skills. This accepted
interest is especially reflected in the field of Applied Linguistics, which has shifted its emphasis towards learners and
learning [2]. In order to prosper in this complex process, students need to get over some obstacles. However, the way they
face these difficulties in the classroom setting seems to vary among them due to the different ways they usually perceive
information [3]. Hence, this study examines the learning strategies that allow foreign language students to deal with the
problems that may arise during their learning process, which may be influenced by their learning styles. In particular, it
focuses on direct reading strategies and more specifically with their manifestation in the assorted sensory preferences in
English as a foreign language context. Then, it aims to prove that perception varies among individuals and therefore,
learners do not use the same learning strategies when they are reading. Finally, the results of a small-scaled study are
shown with the intention to provide some evidences that seem to demonstrate conclusively that learning styles have an
impact on the direct reading strategies that learners use.This study has been possible thanks to funding from“Pla 2014 de Foment de la Investigació de la UJI” (Ref.
P1.1A2014-02) and IULMA (Institut Interuniversitari de Llengües Modernes Aplicades) at Universitat Jaume I
de Castelló
