The construct validity of one learning styles instrument

Abstract

Learning style research has become ubiquitous in second/foreign language teaching and research. While such an approach has a great deal of intuitive appeal, difficulties arise when researchers attempt to conceptualize actual learning styles and relate these to factors other than individual preferences. These difficulties are further compounded when working with second/foreign language learners and the inherent issues of learner proficiency and target language comprehensibility. The present study examines the reliability and validity of Reid's (1984) Perceptual Learning Style Preference Questionnaire (PLSPQ), an instrument used to assess the learning style of English as a Second Language (ESL) students. Exploratory factor analysis was used to explore the dimensionality of the PLSPQ. Results showed that specific survey items did not necessarily group into factors conceptually compatible with Reid's learning style model. Subsequently, an alternative learning style factor structure was explored.