DEVELOPING A MODEL FOR MEASURING ESTONIAN EFL LEARNERS' LANGUAGE LEARNING STRATEGIES

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 current 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) modify and confirm the hypnotised models of the SILL, and (2) describe the respondents' use of LLS. 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 four strategy groups-metacognition, social, compensation and memory-similarly to the original SILL, and two new strategy groups-active language use and connecting strategies that resemble strategy groups by Cohen [1], and O'Malley and Chamot [2].