As learning styles have been studied by many authorities, on various levels of reliability and
validity, the language of learning styles, various divisions, overlapping categories and hasty
claims have made a lot of confusion. As teachers, engaged in the learning process, do not have
the possibility to check and study the vast research done in the field they often accept them
willingly. They may forget that “learning is so complex that it is unlikely to be captured by any
set of learning style dichotomies” (Coffield et al. 121