A Case Study of an Afghan EFL Learner’s English Learning Style Preferences at Kabul University

English language proficiency is essential for academic and professional success, yet learners differ in how they acquire and develop these skills. Although learning style preferences play a critical role in EFL contexts, limited research has explored their impact on English language skill development among Afghan university students. This study investigates the role of learning style preferences in the development of English as a Foreign Language (EFL) skills of a single Afghan undergraduate learner in the English Language and Literature Department at Kabul University. Purposive sampling was used to select the participant, allowing an in-depth exploration of a learner’s oral English language skills. A single-participant case study design was employed, providing detailed insight into individual language learning processes while limiting generalizability. Data were collected through a semi-structured interview, a learning style questionnaire, and oral and written language tasks. Quantitative data from the questionnaire were analysed using descriptive statistics to identify the participant’s dominant learning style. Qualitative data from interviews and tasks were examined through thematic analysis, involving systematic coding and theme development to interpret patterns related to the participant’s language learning history, oral proficiency, and written expression. Findings reveal a dominant auditory learning style, which aligns with stronger listening and speaking skills. Social environment, motivation, and media exposure also influenced English language development. These results suggest that aligning instruction with learners’ preferred styles can enhance English language skill acquisition in EFL contexts such as Afghanistan.