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Adapting the SILL to measure Estonian learners’ language learning strategies: the development of an alternative model.

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Title: Adapting the SILL to measure Estonian learners’ language learning strategies: the development of an alternative model.
Authors: Saks, Katrin1 katrin.saks@ut.ee, Leijen, Äli1
Source: Language Learning Journal. Nov2018, Vol. 46 Issue 5, p634-646. 13p.
Subject Terms: *Strategy Inventory for Language Learning, *Second language acquisition, *Learning strategies, *Metacognition, Metacognitive therapy
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. [ABSTRACT FROM AUTHOR]
Copyright of Language Learning Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Adapting the SILL to measure Estonian learners’ language learning strategies: the development of an alternative model.
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  Data: <searchLink fieldCode="JN" term="%22Language+Learning+Journal%22">Language Learning Journal</searchLink>. Nov2018, Vol. 46 Issue 5, p634-646. 13p.
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  Data: *<searchLink fieldCode="DE" term="%22Strategy+Inventory+for+Language+Learning%22">Strategy Inventory for Language Learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Second+language+acquisition%22">Second language acquisition</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning+strategies%22">Learning strategies</searchLink><br />*<searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink><br /><searchLink fieldCode="DE" term="%22Metacognitive+therapy%22">Metacognitive therapy</searchLink>
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  Label: Abstract
  Group: Ab
  Data: 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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Language Learning Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/09571736.2016.1191169
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      – Code: eng
        Text: English
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      – SubjectFull: Strategy Inventory for Language Learning
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      – SubjectFull: Second language acquisition
        Type: general
      – SubjectFull: Learning strategies
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      – SubjectFull: Metacognition
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      – SubjectFull: Metacognitive therapy
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      – TitleFull: Adapting the SILL to measure Estonian learners’ language learning strategies: the development of an alternative model.
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              Text: Nov2018
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