Recently, teachers and students are witnessing the shift to online language learning. This paper examined data from 16 questionnaire respondents and 6 interviewees to investigate the English language needs of developing teaching materials, the extent to which teachers shaped their beliefs, students' reading skills, and students' learning styles. The results suggested that while most students singled out visual learning style, some were categorized as auditory learners. Most students agreed that their learning styles exerted some influences of their beliefs, understanding and practices, but their personal experiences were named as influential sources. Teachers stated that the reading material should cover students' needs such as the suitable passage readability and could facilitate students' learning styles. Then, it could be said that students' reading skills fell at an unsatisfactory level and needed to be improved. This paper concludes by adjusting English teaching material at higher education level based on students' learning styles.
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