Analyzing Teacher Teaching Style, Learning Style Perceptions, and Student Engagemennt on EFL Learning Outcomes in Higher Education

Abstract

This quantitative explanatory study investigates the complex interplay of internal and external factors specifically Teacher Teaching Style (X₁), Student Learning Style (X₂), and Student Engagement (X₃) affecting objective English as a Foreign Language (EFL) competence among university students. The research addresses a critical gap regarding the simultaneous influence of these variables within localized Indonesian higher education contexts. Data were collected from 46 English Education  students In 24^th batch (N=52), determined using the Slovin formula with a 5% margin of error, and selected via Simple Random Sampling.¹ Instruments employed highly reliable Likert scales (Cronbach's alpha ≥ 0.829) and an objective test for outcomes. Prerequisite testing confirmed that the data satisfied normality assumptions (Shapiro-Wilk > 0.05) across all variables. Multiple linear regression analysis revealed a robust finding: only Teacher Teaching Style (X₁) significantly and positively predicted EFL Learning Outcomes  (β=0.851, p = 0.000). Conversely, the perceived Student Learning Style (X₂, p = 0.271) and Student Engagement  (X₃, p = 0.518) were statistically non-significant predictors. Notably, X₃ showed a negative coefficient (β= - 0.109). The conclusion underscores the paramount importance of teacher pedagogical quality, aligning with international critiques of the learning styles theory and aqdvocating for the prioritization of evidence-based instructional design to enhance student competence.