Developing a Socioculturally-Appropriate Language Learning Strategies Questionnaire for Taiwanese University Students

Autor/inn/en	Berg, D. Ryan; Lu, Yichen; Huang, Shenghui Cindy
Titel	Developing a Socioculturally-Appropriate Language Learning Strategies Questionnaire for Taiwanese University Students
Quelle	In: Taiwan Journal of TESOL, 18 (2021) 1, S.63-98 (36 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-9448
Schlagwörter	Second Language Learning; Second Language Instruction; Sociocultural Patterns; Learning Strategies; Measures (Individuals); Case Studies; Factor Analysis; Foreign Countries; English (Second Language); Grounded Theory; Student Attitudes; Undergraduate Students; Taxonomy; Taiwan; Strategy Inventory for Language Learning + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Soziokulturelle Theorie; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Messdaten; Case study; Fallstudie; Case Study; Faktorenanalyse; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Schülerverhalten; Taxonomie
Abstract	Language learning strategies are an important variable in language learning, as they both facilitate learning and make learning more effective. Previous research has categorized and placed language learning strategies into taxonomies. However, despite calls for more socioculturally-appropriate strategy questionnaires, there is a paucity of language learning strategy inventories designed for specific populations. Because culture and cultural variables determine language learning strategy use, this cross-sectional mixed methods study seeks to develop the Taiwanese Inventory of Language Learning Strategies (TILLS). Qualitative data collected from 736 Taiwanese university students was coded, resulting in 45 language learning strategies. These strategies were combined with the indirect strategies from the Strategy Inventory of Language Learning (SILL). A distributed questionnaire resulted in 575 completed surveys that were then used for exploratory factor analysis (EFA). The findings resulted in 46 strategies across eight factors. Implications and limitations of this research are discussed. (As Provided).
Anmerkungen	National Chengchi University Department of English. 64 Sec 2 ZhiNan Road, Wenshan District, Taipei 11605, Taiwan, R.O.C. Tel: 886-2-2938-7248; Fax: 886-2-2939-0510; e-mail: tjtesol@nccu.edu.tw; Web site: http://www.tjtesol.org/index.php/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01