This paper presents the results of a comparative investigation into learners’ learning styles which have an influence on declining English proficiency as perceived during the era of shifting from face to face to remote virtual learning. The objectives of the study were to identify whether there were significant differences in the learners’ learning styles, based on their achievement levels in English language as this is one of the courses underpinning university curriculum offered. Participants in the study were five English language teachers who were randomly selected from a rural South African University. The survey as a research design enabled the researcher to identify whether or not learning styles had an influence on the decline in English proficiency. Data collected through the use of questionnaires was analysed and coded using labels, values and data types. The findings revealed a need to embark on appropriate and consistent communication in English between teachers and learners when engaging in an online platform, as well as taking into consideration that learners prefer varying learning styles. Further, the study recommends that, approaches such as reading newspapers and books written in English language, working as groups and using various language learning styles, can yield better results in English acquisition during this migration period.

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