The SILL revisited in light of the S2R model of language learning.
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| Title: | The SILL revisited in light of the S2R model of language learning. |
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| Authors: | Papadopoulou, Iris1 irispd@uom.gr, Kantaridou, Zoe1, Platsidou, Maria2, Gavriilidou, Zoe3 |
| Source: | Language Learning Journal. Nov2018, Vol. 46 Issue 5, p544-556. 13p. |
| Subject Terms: | *Strategy Inventory for Language Learning, *Learning strategies, *Secondary school students, *Public schools, *Cognitive processing of language |
| Abstract: | The Strategy Inventory for Language Learning (SILL) [Oxford, R.L. 1990. Language Learning Strategies: What Every Teacher Should Know. Boston: Heinle and Heinle] has been a widely used instrument for self-assessing the frequency of language learning strategy use across cultures and levels of education for some 30 years. Despite the fact that its six-factor solution has not been confirmed, it has displayed acceptable reliability across cultures and translations. In the present study, we attempt to demonstrate a new factor solution for the Greek version of the SILL which is in line with the S2R model of language learning. Our sample consisted of 1308 primary and secondary school students from public schools in the regions of Northern Greece. The SILL v7.0 was used with four additional items selected and adapted from SILL v5.0. Exploratory and confirmatory factor analyses revealed six factors which explained 42.48% of the total variance and demonstrated good or adequate reliability. The first two factors indicate the metastrategies of ‘monitoring cognition for progress’ and ‘obtaining resources’. The other four factors indicated strategies of ‘deep cognitive processing’, ‘using resources’, ‘surface cognitive processing’ and ‘overcoming gaps of knowledge’. We compare our results with factor solutions of the SILL obtained in earlier studies and we discuss implications for the development of new instruments to better accommodate the S2R model of language learning. [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.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 132230462 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The SILL revisited in light of the S<superscript>2</superscript>R model of language learning. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Papadopoulou%2C+Iris%22">Papadopoulou, Iris</searchLink><relatesTo>1</relatesTo><i> irispd@uom.gr</i><br /><searchLink fieldCode="AR" term="%22Kantaridou%2C+Zoe%22">Kantaridou, Zoe</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Platsidou%2C+Maria%22">Platsidou, Maria</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Gavriilidou%2C+Zoe%22">Gavriilidou, Zoe</searchLink><relatesTo>3</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Language+Learning+Journal%22">Language Learning Journal</searchLink>. Nov2018, Vol. 46 Issue 5, p544-556. 13p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Strategy+Inventory+for+Language+Learning%22">Strategy Inventory for Language Learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning+strategies%22">Learning strategies</searchLink><br />*<searchLink fieldCode="DE" term="%22Secondary+school+students%22">Secondary school students</searchLink><br />*<searchLink fieldCode="DE" term="%22Public+schools%22">Public schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognitive+processing+of+language%22">Cognitive processing of language</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The Strategy Inventory for Language Learning (SILL) [Oxford, R.L. 1990. Language Learning Strategies: What Every Teacher Should Know. Boston: Heinle and Heinle] has been a widely used instrument for self-assessing the frequency of language learning strategy use across cultures and levels of education for some 30 years. Despite the fact that its six-factor solution has not been confirmed, it has displayed acceptable reliability across cultures and translations. In the present study, we attempt to demonstrate a new factor solution for the Greek version of the SILL which is in line with the S2R model of language learning. Our sample consisted of 1308 primary and secondary school students from public schools in the regions of Northern Greece. The SILL v7.0 was used with four additional items selected and adapted from SILL v5.0. Exploratory and confirmatory factor analyses revealed six factors which explained 42.48% of the total variance and demonstrated good or adequate reliability. The first two factors indicate the metastrategies of ‘monitoring cognition for progress’ and ‘obtaining resources’. The other four factors indicated strategies of ‘deep cognitive processing’, ‘using resources’, ‘surface cognitive processing’ and ‘overcoming gaps of knowledge’. We compare our results with factor solutions of the SILL obtained in earlier studies and we discuss implications for the development of new instruments to better accommodate the S2R model of language learning. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab 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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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/09571736.2018.1502739 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 13 StartPage: 544 Subjects: – SubjectFull: Strategy Inventory for Language Learning Type: general – SubjectFull: Learning strategies Type: general – SubjectFull: Secondary school students Type: general – SubjectFull: Public schools Type: general – SubjectFull: Cognitive processing of language Type: general Titles: – TitleFull: The SILL revisited in light of the S2R model of language learning. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Papadopoulou, Iris – PersonEntity: Name: NameFull: Kantaridou, Zoe – PersonEntity: Name: NameFull: Platsidou, Maria – PersonEntity: Name: NameFull: Gavriilidou, Zoe IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 11 Text: Nov2018 Type: published Y: 2018 Identifiers: – Type: issn-print Value: 09571736 Numbering: – Type: volume Value: 46 – Type: issue Value: 5 Titles: – TitleFull: Language Learning Journal Type: main |
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