Abstract
There are challenges when applying English language versions of robust psychometric instruments to identify learning styles, to a non-English speaking learning environment. The instruments have typically been written in English for a Western culture. Used in a different language raises issues of translation and culture. For instance, there may be linguistic differences in a literal translation of questions or items, resulting in subtle or even significant different meanings in the translated instruments, thus threatening the validity and reliability of measurement. This paper reports on research in progress on the development of an Arabic version of the Felder-Soloman Index of Learning Styles (ILS) instrument. The research is part of an overall project producing an adaptive learning environment for students at a Saudi University. Literal translation of the ILS applied to a pilot study resulted in lower internal validity in the instrument than found in the English language versions. The paper discusses the development of a translation protocol undertaken to improve the validity and internal reliability of the Arabic version of the ILS. This includes test-retest reliability, factor structure and internal reliability. As part of this, the paper explores the development of a Scale for content validity of the Arabic version of the ILS by computing a content validity index (CVI), using ratings of item relevance by content experts. We analyzed how the CVI was calculated and found considerable consistency for item-level CVIs (I-CVIs). The paper argues that Scale developers should indicate which method was used to provide readers with interpretable content validity information. The paper's contribution is providing guidance on applying robust instruments across languages and cultures. The overall research hopes to make a contribution by providing a robust instrument that can be applied to Arabic speaking communities as well as providing a firm base for developing adaptive learning system based on the Felder-Soloman Index of Learning Styles for non-English speaking students.