Abstract:

Foreign language skills are inevitable in today’s globalizing world. Its acquisition is supported by developing learners’ language learning strategies (LLSs). Different researchers have come out with different taxonomies of LLSs but the evidence of their validity is controversial. In the currect study the validities of three alternative models of LLSs are compared on the basis of empirical data.

The goal of the study is to:
(1) contribute to the clarification of the classification of LLSs; and
(2) validate the strategy effectiveness.

The structure of the translated and adapted Estonian version of the SILL (Est-SILL) was tested with 269 students. The results of CFA indicated that the modified and respecified six-factor model provided a fully acceptable fit to the data. The Est-SILL confirmed three strategy groups – metacognition, compensation and memory – similarly to the original SILL, and three new strategy groups – active language use, help-seeking and connecting strategies that resemble strategy groups by Cohen (1996), and O’Malley and Chamot (2002).

The correlation analysis revealed strong correlations between active language use and connecting strategies, and all four language competences. Surprisingly, metacognitive and compensation strategies did not correlate with any language competences.

Keywords:

Adaptation, confirmatory factor analysis, correlation analysis, EFL, language learning strategies, pilot-testing, questionnaire, reliability, SILL, validity.