Abstract:
This study deals with the relationship of ESL learning styles and ESL writing strategies used by
the ESL Pakistani University learners to learn and improve their method to gain new information
(Felder & Brent, 2005). Through the random sampling 200 students studying ECC (English
Comprehension and Composition) from the COMSATS University-Lahore Campus at
undergraduate level were selected to collect data. A quantitative research design has been
followed. To investigate the preferred learning styles Reid‟s (1984) questionnaire (PLSQ) has
been used to know the highly and low adopted style. To know the writing strategies at before
writing stage, when writing stage and revising stage Petric and Czarl‟s (2003) questionnaire has
been used as a tool. Descriptive statistics like mean score and standard deviation has been done
to know the use of learning styles and writing strategies at high and low. Furthermore, Pearson
Correlation is used to know the correlation between learning styles and writing strategies.
Findings show that the most preferred learning styles of COMSATS Lahore are visual and
auditory. With respect to ESL writing strategies, they use writing strategies but at the revising
stage they use the most. Moreover, there is significant correlation between learning styles and
writing strategies as p < 0.05. The study is helpful in pedagogy as it helps the teacher to become
familiar with students learning styles and syllabus designer can design syllabus according the
preferred learning styles of the students. This study also recommends the future researchers
investigate learning style in relation to other variables.
