Methodology in Language Learning: Strategy Inventory for Language Learning (SILL)

 

The Strategy Inventory for Language Learning (SILL) is the most often employed instrument for assessing language learning strategy use. The items on the SILL all involve 5-point rating scales ranging from ‘never or almost never true of me’ to ‘always or almost always true of me.’ At first sight, these scales are similar to the scales used in the MSLQ [THE MOTIVATED STRATEGIES FOR LEARNING QUESTIONNAIRE], but a closer look reveals two fundamental differences. First, although both scale types use the term “true of me,” the MSLQ scales range from ‘not at all’ to ‘very’ whereas the SILL scales from ‘never or almost never’ to ‘always or almost always.’ Second, the items themselves are of a different nature.

 

v  Memory strategies “I use a combination of sounds and images to remember the new word.”

v  Cognitive strategies “I look for patterns in the new language.”

v  Compensation Strategies “I make up new words if I do not know the right one.”

v  Metacognitive Strategies “I arrange my schedule to study and practice the new language consistently, not just when there is the pressure of a test.”

v  Affective strategies “I try to relax whenever I feel anxious about using the new language.”

v  Social strategies “I work with other language learners to practice, review, or share information.”

 

The items in the MSLQ tap into some general trends and inclinations, and can therefore be assumed to be in a linear relationship with corresponding underlying learner traits. This is further enhanced by the rating scales asking about the extent of the correspondence between the item and the learner, answered by marking a point on a continuum between ‘not at all’ and ‘very.’ Thus, every attempt has been made to make the items cumulative, which is why scale scores can be computed by pooling all the scale items (i.e., calculating the mean scores of the items belonging to a scale). The SILL, on the other hand, focuses on specific strategic behaviors and the scale descriptors indicate frequencies of strategy use (ranging between ‘never’ to ‘always’). These items are, therefore, behavioral items, which means that we cannot assume a linear relationship between the individual item scores and the total scale scores; for example, one can be a generally good memory strategy user while scoring low on some of the items in the memory scale. Thus, the scales in the SILL are not cumulative and computing mean scale scores is psychometrically not justifiable. A high score on the SILL is achieved by a learner using as many different strategies as possible and therefore it is largely the quantity that matters. This is in contradiction with strategy theory, which has indicated clearly that in strategy use it is not necessarily the quantity but the quality of the employed strategies that is important. As an extreme, one can go a long way by using only one strategy that perfectly suits the particular learner’s personality and learning style; and even if someone uses several strategies, it does not necessarily mean that the person is an able strategy user.

 

The strategy use is not always a sign of ineffective learning. Also, reportedly high-frequency use of strategies does not guarantee that the learning is successful. In a casual class observation, one might see some learners working eagerly and using many strategies, but … do not employ those strategies effectively. Studies relying solely on frequency data may miss this point. Because frequency results alone do not explain everything about strategy use, it is necessary to include other indices of learners’ behaviors that reflect their decision making.

 

All this means that although the SILL may be a useful instrument for raising student awareness of L2 learning strategies and for initiating class discussions, its use for research purposes is questionable.

 

©

 

University of Oxford - post gradual studies 2009 'English Language Teaching'

 

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