Questioning which act as not only a cornerstone of all effective curriculum transaction, but a rich resource to promote intellectual involvement of learners in the learning task to advance student thinking, learning, achievement and provide valuable feedback. Effective use of questions serves as the first foundational skill for active processing of information and it helps students to deeply engage in orchestrated learning experience. The study intends to find out the effectiveness of Self Questioning on the academic achievement of students having varied learning styles. For that purpose, the investigator employed various tools like Learning style inventory, Lesson designs based on self-questioning and Test on Academic achievement. The analysis shows that even though the students prefer varied learning modalities, they exhibited remarkable improvements in their academic achievement in Malayalam language learning when they exposed to the select classroom practice. The study reveals that this type of classroom practice will enable the students to recall the content in a well worthy manner and the power of retention will be increased. The findings of the present study have implications for learners, teachers, curriculum designers and textbook constructors. Timely initiatives taken by the educational agencies related to quality of education with regard to the implementation of such practices provide a valuable space for deep success in the learning of Malayalam language.