Résumé:
The aim of this dissertation is to evaluate whether the language classroom components appeal to all learners’ learning styles or not. The main problem underlying this work is that most of teachers teach (use materials, design courses, organizing seating arrangements, grouping students…) with no awareness whether they meet all students’ preferences or not. Moreover, ministry’s lack of responsibility to equip all classrooms with the needed materials, and above all designers’ lack of knowledge about students’ needs. The research hypothesizes that the language classroom does not appeal to all learners’ LS. In order to test this hypothesis both quantitative and qualitative methods were adopted and an observation took place with third year LMD students and two questionnaires were administrated as data gathering tools, one devoted to teachers and another for third year students in the department of English at Guelma University, to explore their attitudes about the suitability of the language classroom to learners’ LS. The results obtained show that the language classroom does not appeal and suit all students’ preferences. On the light of these results, the above mentioned hypothesis was confirmed. Thus the ministry, the designers, and the teachers should take into consideration students’ preferences to ensure better academic achievements.
