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

Abstract

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.