Assessing the use of language learning strategies worldwide with the ESL/EFL version of the Strategy Inventory for Language Learning (SILL)

Abstract

With factor analysis contributions by Neil Anderson, Ohio University, USA; Deena Boraie, American University in Cairo, Egypt; John Green, University of Puerto Rico at Mayaguez and Salem State College, USA; Gene Halleck, Oklahoma State University, USA; Omneya Kassabgy, Career Development Center, Cairo, Egypt; Victoria Talbott, Skagit Valley Junior College, USA; Yoshinori Watanabe, Japan; Nae-Dong Yang, National Taiwan University, Taiwan, ROC; Wenpeng Zhang, Ohio University, USA

Summative rating scales are among the most efficient and comprehensive ways to assess frequency of language learning strategy use. This article discusses applications of this assessment technique and describes the most widely employed strategy scale, the ESL/EFL version of the Strategy Inventory for Language Learning (SILL). Reliability of the SILL is high across many cultural groups. Validity of the SILL rests on its predictive and correlative link with language performance (course grades, standardized test scores, ratings of proficiency), as well as its confirmed relationship to sensory preferences. Studies of strategy use frequencies and factor analytic results across cultures are included.