Validating the Learning Style Structure in the PLSPQ for Korean EFL Students

Validating the Learning Style Structure in the PLSPQ for Korean EFL Students

  This study was aimed to replicate the four-factor structure found in Reid’s (1984) Perceptual Learning Style Preference Questionnaire (PLSPQ) for Korean EFL college students. It further examined changes in students’ preferred English learning styles to consider teachers’ influence on shaping the learning style preferences. Participants were 142 university students enrolled in English courses. Results provided empirical evidence for the reliability and construct validity of the four-factor structure on the PLSPQ. Students most preferred to learn English under the teacher-oriented condition. This finding might produce a mismatch with current trends in English pedagogy. Findings concerning changes in English learning style preferences indicated remarkable stability over the 15-week semester, indicating no teacher influences. The study suggested that teachers should incorporate a variety of approaches of teaching to accommodate different learner styles. Combined studies of quantitative and qualitative measures were suggested to identify preferred English learning styles and what effect teachers have on learning styles with greater accuracy.