Neurolinguistic Perspectives on Learning Style Preferences among Arabic Education Students in Higher Education

Abstract

Understanding individual learning preferences through a neurolinguistic framework provides
valuable insight into how students process and internalize information in language learning
contexts. This study aims to analyze the relationship between neurolinguistic learning styles
visual, auditory, and kinesthetic and two key demographic variables, namely semester level and
gender, among Arabic Education students at UNWAHA. Employing a quantitative descriptive
design, data was collected from 40 respondents using a structured questionnaire consisting of 24
items categorized into three neurolinguistic modalities. The dataset was analyzed using
descriptive statistics to identify dominant learning styles and their variations across semesters
and gender groups. The findings reveal that overall, students exhibit a balanced distribution of
neurolinguistic learning preferences, with a slight dominance of the visual style, followed by
auditory and kinesthetic tendencies. Gender-based analysis indicates that female students tend to
favor visual and auditory modalities, reflecting a preference for structured and linguistically
mediated learning, while male students display a higher inclination toward kinesthetic learning,
emphasizing action-oriented engagement. Additionally, semester-based analysis suggests a
developmental trend in which lower-semester students (semester 3) lean more toward visual
learning, whereas higher-semester students (semester 5) increasingly integrate auditory and
kinesthetic modalities, indicating adaptive learning strategies aligned with academic maturity.
These results underscore the pedagogical importance of incorporating neurolinguistic diversity
into Arabic language instruction. By aligning teaching strategies with students’ dominant sensory
modalities through visual aids, auditory reinforcement, and kinesthetic interactio educators can
optimize motivation, retention, and performance. The study concludes that neurolinguistic
awareness provides a practical foundation for designing inclusive and multimodal learning
environments in higher education Arabic programs.