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The present investigation sought to explore the relationship between learning styles and writing behaviors of EFL learners in a blended environment. It also aimed to identify the learning style types best predicting writing behaviors. Initially, the participants' preferred learning styles were identified through the Kolb’s learning style inventory (Kolb, 1984). Secondly, data were obtained through analyzing the Stat counter and Input log data to reveal the pausing, revising and switching behaviors of the participants who attended a writing course in which they developed their writing texts using an online module. The results indicated a negative and significant correlation between the accommodator learning style and the revision behavior. A statistically significant and positive relationship was also found between the converger learning style and the pausing behavior, and between the converger learning style and the revision behavior Furthermore, a positive and significant relationship between the accommodator learning style and the switching behavior was revealed. The accommodator learning style was found as the best predictor for the switching behavior and the converger learning style turned to predict the revision and pausing behavior at an optimal level. The findings suggest that internal factors, cognitive and learning styles, play a significant role in the learning behaviors of English writing learners. The results encourage writing educators to take into account students’ learning style and provide more flexible and rigorous learning environment in which all learners can take benefit.

This study was conducted to examine learners’ attitudes and perceptions toward the efficacy of task repetition: whether or not they appreciated task repetition as an effective classroom strategy for enhancing their oral performance. To this end, a multiple case study approach was adopted in which six intermediate English as a Foreign Language (EFL) learners were investigated over a four-month period in an intact class. Four data collection tools were used: (1) multiple interview sessions, (2) learner diaries, (3) participant observation, and (4) classroom portfolios. In addition, 20 hours of the learners’ audio-recorded task performances across sessions were transcribed and analyzed for signs of improvements in qualities of oral performance. Results indicated that despite the fact that repeating reciprocal narrative tasks led to gains in oral performance, learners viewed task repetition as a futile activity that did not affect their performances over time. The findings are discussed, and implications are provided in the context of education.