Adapting the SILL to Measure Estonian Learners' Language Learning Strategies: The Development of an Alternative Model

Autor/inn/en	Saks, Katrin; Leijen, Äli
Titel	Adapting the SILL to Measure Estonian Learners' Language Learning Strategies: The Development of an Alternative Model
Quelle	In: Language Learning Journal, 46 (2018) 5, S.634-646 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Saks, Katrin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2016.1191169
Schlagwörter	Second Language Learning; Second Language Instruction; Learning Strategies; Metacognition; Foreign Countries; Validity; Correlation; Prediction; Language Skills; Measures (Individuals); High School Students; English (Second Language); Student Attitudes; Classification; Estonia; Strategy Inventory for Language Learning + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Ausland; Gültigkeit; Korrelation; Vorhersage; Language skill; Sprachkompetenz; Messdaten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; English as second language; English; Second Language; Englisch als Zweitsprache; Schülerverhalten; Classification system; Klassifikation; Klassifikationssystem; Estland
Abstract	The acquisition of English language skills may be supported by instructing learners in the use of language learning strategies (LLS). Researchers have presented different taxonomies of LLS but evidence of their validity is controversial. The goal of the study is to test an Estonian version of Oxford's Strategy Inventory for Language Learning (SILL), modify the original SILL model based on Estonian data and then check the validity of the revised instrument (Est-SILL) in predicting learning outcomes. The results of a confirmatory factor analysis indicated that a modified and re-specified six-factor model (Est-SILL) provided an acceptable fit for the data. The Est-SILL revealed three strategy groups similar to the original SILL and three new strategy groups similar to definitions developed by Cohen and O'Malley and Chamot. Correlation analysis revealed moderate correlations between all four language skills and both the new categories of 'active language use' and 'connecting' strategies. Surprisingly, metacognitive and compensation strategies did not correlate with any language skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01