Abstract
The present work aims to contribute to our understanding of the underlying dimensions of language learning strategies in foreign language contexts. The study analyzes alternative factor structures underlying a recently developed instrument (Tragant and Victori, 2012) and it includes the age factor in the examination of its construct validity. The target population consists of middle- and upper-grade learners of English distributed in two samples (n1 = 550 and n2 = 1425). Exploratory factor analysis and item analysis were initially conducted to be followed by confirmatory factor analyses and multiple-groups factor analysis. The instrument is a 55-item questionnaire based on a 6-point Likert-type scale measuring students' reported frequency of strategy use. Results support a correlated two-factor structure with a shortened scale of 17 items reflecting 'skills-based deep processing strategies' and 'language study strategies,' offering empirical evidence for the distinction between deep and surface clusters of strategies. Multiple-groups factor analysis showed that this model held for both middle- and upper-grade students, and upper-grade students were more likely to use the more advanced skills-based deep processing strategies and less inclined to use language study strategies than middle-grade students. The brevity of the scale and parsimonious factor structure enhance the questionnaire's utility for research and classroom evaluation.
Original language | English (US) |
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Pages (from-to) | 95-108 |
Number of pages | 14 |
Journal | System |
Volume | 41 |
Issue number | 1 |
DOIs | |
State | Published - Mar 2013 |
Keywords
- Age effects
- Confirmatory factor analysis
- Deep learning strategies
- Exploratory factor analysis
- Foreign language learning
- Language learning strategies
- Measurement invariance
- Questionnaire
- Surface learning strategies
ASJC Scopus subject areas
- Language and Linguistics
- Education
- Linguistics and Language