Some studies have revealed differences between teachers’ teaching preferences and learners’ learning preferences (e.g., Cathcart & Olsen, 1976; Hawkey, 2006; McCargar, 1993; Oladejo, 1993; Schulz, 1996, 2001). Many foreign language (FL) educators and researchers support the view that a gap between teacher and student perceptions about the effectiveness of instructional practices can contribute to unsatisfactory learning outcomes (e.g., Green, 1993; Horwitz, 1988; Nunan, 1987; Schulz, 2001). Thus, it behooves teachers to discover their students’ preferences in instructional practices, or as Nunan (1995) proposed,