The present study investigated the relationship among the ESP learners’ learning style, learning strategy use, and their English language achievement. In so doing, 355 ESP students completed Oxford’s SILL (1990) and Kolb’s Learning Style Inventory (1985), and their course grade was regarded as a measure of English language achievement. The results of Pearson product moment correlations revealed: a) significant relationship among the learners’ memory and cognitive strategy use and their English language achievement, b) no significant relationship between the learners’ learning styles and their English language achievement. The learners’ prominent learning style was “assimilator” and their dominant learning modes were found to bereflective observation (RO), abstract conceptualization (AC), and active experimentation (AE). The results of regression analysis proved strategy use as a stronger predictor of English languageachievement.
