An Investigation of Learning Styles as Sources of Bias in Second Language Grammar Tests

Abstract

The present study investigated the role of learning styles as sources of bias in English grammar tests. Based on this aim, first, 158 intermediate EFL learners were selected from among 324 language learners of a private language institute in Urmia (Iran) as the participants of the study based on their results on a proficiency test. Next, these participants respectively completed the Reid’s (1987) Perceptual Learning Style Preference Questionnaire (PLSPQ) and took the grammar test of the study to determine their learning styles and grammar test performance during two sessions in a one-week period. Standard multiple regression was employed for data analysis. Based on the results, there was a significant positive correlation between the learners’ group preference learning style modality and their grammar test performance. That is, only the group preference learning style modality significantly contributed to the explanation of the variance in the results of the grammar test. It was argued that, the learning styles may be systematic sources of test bias in test validation. The results of the study may provide a number of guiding principles for EFL teachers, syllabus designers, and testing specialists.