近來在外語教學逐漸開始關注學習者的個人學習風格，許多研究強調教師在設計語言學習課程時必須要了解學習者的學習風格。因為每個人多少都有一些學習上的習慣，這些學習上的習慣久而久之就養成了自己獨特的學習方式，進而形成自己的學習風格。學習風格係指一個人的學習習慣、方法及態度，且影響其對所處學習環境的知覺、互動及應對的能力。學習風格的塑造與養成，一方面深受個人生理、心理因素的影響，如學生個人的身心發展、學習動機、能力水準、知識程度等；另一方面亦受外在社會因素影響，如教師教學方式、教學情境安排和課程教材設計等。由於學習風格對每位學生而言，具有其獨特性、差異性及適應性，因此在強調建構教學及個別化教學設計時，就顯得十分重要。本研究除幫助技職教育的學生更加了解自己的學習風格外，也擬針對學生的性別、就讀之科系、及英文學習成績等不同的變項加以研究，雖然其中所得的數據並不顯著，但是深入各種學習風格的群組中，仍可以發現其中的差異，可提供未來技職教育語言教學設計之參考。

For the past two decades, SLA researchers have claimed the importance of learner-centered curriculum. These researchers have advocated the understanding of learners' learning styles as the first step in designing the curriculum. Understanding one's preferred learning style has two benefits. It helps us understand our areas of weakness, giving us the opportunity to work on, or becoming more proficient in the other models or helps us to realize our strengths, which might be useful in certain communicative situations. The study will investigate the preferred learning styles of college students and provide some implication for language learning. Furthermore, this study will try to help college students to identify their learning style while learning English. The significant achievements of this study show that students can understanding themselves better, and by understand their own style, students can select course sections consistent with the style, or develop strategies for succeeding in courses to avoid a mismatch occurred. To sum up, this study will investigate the preferred learning styles of Taiwanese students studying English as a Foreign Language (EFL) and provide some implication for language learning.