Therefore, considering the results, it can be said that the Persian version of the language learning style questionnaire demonstrated an acceptable validity and reliability. Results of split-half method also indicated that coefficient of test reliability was desirable. Moreover, confirmatory factor analysis revealed a good fitness for the scale. The results indicated that Cronbach’s alpha coefficients were strong for all subscales and the overall scale of psychometric measurement. LISREL 8.5 and SPSS Software, Version 19, were used for its statistical calculations. Likewise, its reliability was confirmed by assessing its internal consistency using a split-half method. The questionnaire was assessed in terms of content validity, construct validity, face validity, and factor validity. They were asked to fill Reid’s English language learning styles’ questionnaire. 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. This research was of quantitative approach.
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.
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