Research efforts on improving requirements elicitation are focused on developing and validating better techniques for eliciting a comprehensive set of requirements. However, there isn't enough empirical evidence available to requirements analysts on selecting elicitation techniques that are the most appropriate for all technical and non-technical stakeholders of a project. This thesis focuses on the use of prompting techniques, which employ techniques found to have greater effectiveness and have been improved for overcoming cognitive limitations. Motivated by previous research, an empirical investigation was conducted on the effectiveness of syntactic vs. task characteristics prompting techniques and the impact Learning Styles (a cognitive psychology aspect) has on their usability. The results show greater effectiveness from the task characteristics technique and the detail- or holistic-oriented people using the techniques. These results can be used to identify prompting techniques improvements for comprehensive requirements elicitation from stakeholders of varying technical backgrounds.