This study revisited Reid’s (1987) perceptual learning style preference question-
naire (PLSPQ) in an attempt to answer whether the PLSPQ fits in the Chinese-as-a-second-
language (CSL) context. If not, what are CSL learners’ learning styles drawing on the PLSPQ?
The PLSPQ was first re-examined through reliability analysis and confirmatory factor anal-
ysis (CFA) with 224 CSL learners. The results showed that Reid’s six-factor PLSPQ could
not satisfactorily explain the CSL learners’ learning styles. Exploratory factor analyses were,
therefore, performed to explore the dimensionality of the PLSPQ in the CSL context. A four-
factor PLSPQ was successfully constructed including auditory/visual, kinaesthetic/tactile,
group, and individual styles. Such a measurement model was cross-validated through CFAs
with 118 CSL learners. The study not only lends evidence to the literature that Reid’s PLSPQ
lacks construct validity, but also provides CSL teachers and learners with insightful and prac-
tical guidance concerning learning styles. Implications and limitations of the present study
are discussed.

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