A 3-year classroom study of learning styles among students of advanced English-as-a-Second-Language composition in Taiwan is reported. The study gathered data on 81 students' preferred learning styles and classroom tasks through closed-item and open-ended questionnaires, writing conference interviews, and student journals. Results indicate that (1) students can often identify and articulate learning style preferences, (2) data about learning style preferences are collected best from multiple sources; (3) local classroom research is necessary to understand the learning styles of sociocultural groups, (4) learning style preferences of Chinese students are not homogeneous, (5) nontraditional learning tasks may be accepted more easily when linked with traditional ones, (6) the perceptual learning style preference questionnaire used can also serve as a guide for syllabus design, and (7) information about learning style preferences can better inform composition instruction. Composition tasks and teaching aids are classified according to related learning styles, and students' self-reported achievements, ratings of the usefulness of different instructional tasks, and suggestions for course improvement are tabulated and discussed. Contains 39 references. (MSE)