Validity, reliability and factor analysis of Reid’s English language learning styles for high school students: A case study on Iranian students

Abstract

The purpose of this research was standardization through a test construction by addressing the assessment of validity and reliability of Reid’s English language learning styles among high school students. This research was of quantitative approach. In this paper, 357 (189 females and 168 males) high school students in Isfahan Province on 2013–2014 academic year were randomly selected using stratified sampling method. They were asked to fill Reid’s English language learning styles’ questionnaire. The questionnaire was assessed in terms of content validity, construct validity, face validity, and factor validity. Likewise, its reliability was confirmed by assessing its internal consistency using a split-half method. LISREL 8.5 and SPSS Software, Version 19, were used for its statistical calculations. The results indicated that Cronbach’s alpha coefficients were strong for all subscales and the overall scale of psychometric measurement. Moreover, confirmatory factor analysis revealed a good fitness for the scale. Results of split-half method also indicated that coefficient of test reliability was desirable. Therefore, considering the results, it can be said that the Persian version of the language learning style questionnaire demonstrated an acceptable validity and reliability. Findings of this study can be useful for Iranian high school students to improve their learning status because their native cultural milieu and their own educational structure were under focus which consequently leads to the discovery and innovation of new teaching and learning methods to improve their knowledge in each area, and new learning styles can be discovered based on their own special condition.