Profiling Perceptual Learning Styles of Chinese as a Second Language Learners in University Settings

Area of Science:

• Second Language Acquisition
• Educational Psychology
• Psychometrics

Background:

• Reid's (1987) Perceptual Learning Style Preference Questionnaire (PLSPQ) is a widely used instrument to identify language learning preferences.
• The applicability of the PLSPQ in diverse linguistic and cultural contexts, such as Chinese-as-a-second-language (CSL) learning, requires empirical validation.
• Previous research has not conclusively established the construct validity of the PLSPQ for CSL learners.

Purpose of the Study:

• To evaluate the suitability of Reid's (1987) PLSPQ within the Chinese-as-a-second-language (CSL) learning context.
• To identify the predominant learning style preferences of CSL learners if the original PLSPQ is found to be inadequate.
• To develop and validate a culturally relevant measurement tool for CSL learning styles.

Main Methods:

• Reliability analysis and Confirmatory Factor Analysis (CFA) were conducted on the PLSPQ using data from 224 CSL learners.
• Exploratory Factor Analysis (EFA) was employed to explore the underlying factor structure of the PLSPQ in the CSL context.
• A new four-factor measurement model (auditory/visual, kinaesthetic/tactile, group, individual) was constructed and cross-validated using CFA with a separate sample of 118 CSL learners.

Main Results:

• The original six-factor structure of Reid's PLSPQ did not adequately explain the learning style preferences of CSL learners, indicating a lack of construct validity.
• Exploratory factor analyses led to the successful development of a revised four-factor PLSPQ model tailored for the CSL context.
• Cross-validation confirmed the robustness of the new four-factor model, comprising auditory/visual, kinaesthetic/tactile, group, and individual learning styles.

Conclusions:

• Reid's (1987) PLSPQ lacks construct validity in the Chinese-as-a-second-language (CSL) learning environment.
• A revised four-factor model, encompassing auditory/visual, kinaesthetic/tactile, group, and individual styles, provides a more accurate representation of CSL learner preferences.
• The findings offer practical guidance for CSL educators and learners regarding effective learning style strategies.