Some studies show that identifying a student's style and then giving instructions that match that style contributes to more effective learning (Claxon and Murrell, 1987). According to Willing (1988), an effort to accommodate learning styles by choosing suitable teaching styles, methodologies and course organization can result in improved learner satisfaction and attainment. The purpose of diagnosing students' learning style preferences is to help the teachers design appropriate tasks that can facilitate students' learning.