Despite the widespread recognition of learning styles (LSs) in online language learning contexts, there seems to be a paucity of research on their direct role in learners' task preferences. Therefore, this article aims to investigate the role of LSs in learners' preferences for the specific tasks added to the typical online English learning classrooms. To accomplish this objective, data were collected through a questionnaire of LSs, task ratings and semi-structured interviews. The quantitative data revealed learners with certain dominant LSs had preferences for tasks with features consistent with their individual characteristics. The thematic data analyses went further by showing that an awareness of LSs could help learners better select their preferred tasks. It is concluded that online instructors could use tasks with specific features based on the learners' LSs and help them have an awareness of their individual characteristics in order that they can benefit more from the instructional materials.