Assessing and Validating a Learning Styles Instrument

Autor/inn/en	DeCapua, Andrea; Wintergerst, Ann C.
Titel	Assessing and Validating a Learning Styles Instrument
Quelle	In: System: An International Journal of Educational Technology and Applied Linguistics, 33 (2005) 1, S.1-16 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0346-251X
DOI	10.1016/j.system.2004.10.003
Schlagwörter	Cognitive Style; Measures (Individuals); Validity; Questionnaires; English (Second Language); Second Language Learning; Graduate Students; Interviews; Participant Observation + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; Messdaten; Gültigkeit; Fragebogen; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Interviewing; Interviewtechnik; Teilnehmende Beobachtung
Abstract	How can learning styles best be measured? Reid's (1984) Perceptual Learning Styles Preference Questionnaire has been widely used in ESL/EFL research to investigate learning styles. Previous research revealed concerns with the reliability and validity of the PLSPQ, leading the researchers to devise a new Learning Styles Indicator (LSI), based on the PLSPQ, and tested on different populations. From the results of this testing arose additional concerns regarding the construction of the PLSPQ/LSI statements themselves. How then can learning styles instruments best be validated? Interviews of graduate students in a Master's in TESOL degree program revealed that quantitative means alone are insufficient to ascertain the effectiveness and usefulness of a learning styles instrument, particularly in the case of non-native speakers. A triangular approach utilizing a questionnaire, semi-structured oral interviews, and participant observations presents a fuller picture of instrument validation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10