The Challenge of Measuring Language Learning Strategies

Lindy Woodrow

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EFL/ESL Teaching and Learning Second Language Acquisition and Learning Educational and Psychological Assessments

Abstract

Abstract: This article discusses the usefulness of using generic strategy inventories to assess language learning strategies (LLSs) across contexts. A review of the LLS research is presented with a critique of extant studies in relation to classification of strategies, methodological issues, and the predictability of language performance. The present research project aimed to measure LLSs, provide evidence for a taxonomy of LLS, and investigate the relationship between LLS and English language performance. The article concludes that studies employing LLS scales that use a standard Likert-type scale are not appropriate because of the wide range of possible contextual influences, such as cultural and educational background. The article suggests a more situated approach utilizing in-depth qualitative methods would be more appropriate in assessing LLS use.

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References

1994Qualitative Data Analysis: An Expanded Sourcebook 1998Basics of qualitative research : techniques and procedures for developing grounded theory 1989LISREL 7 : user's reference guide 1991Language Learning Strategies: What Every Teacher Should Know 1976ON QUALITATIVE DIFFERENCES IN LEARNING: I—OUTCOME AND PROCESS*1990Learning Strategies in Second Language Acquisition 1975What the "Good Language Learner" Can Teach Us 1996The Chinese Learner: Cultural, Psychological, and Contextual Influences.

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2018Validation of a Self-Regulated Foreign Language Learning Strategy Questionnaire Through Multidimensional Modelling 2014Children's learning strategy use and the effects of strategy instruction on success in learning ESL in Canada 2009A study of language learning strategy use in the context of EFL curriculum and pedagogy reform in China 2018Language Learning Strategies: Is the Baby Still in the Bathwater?2023Charting the motivation, self-efficacy beliefs, language learning strategies, and achievement of multilingual university students learning Arabic as a foreign language

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