DC FieldValueLanguage
dc.contributor.authorPetrogiannis, Konstantinos-
dc.contributor.authorGavriilidou, Zoe-
dc.date.accessioned2024-02-20T11:57:27Z-
dc.date.available2024-02-20T11:57:27Z-
dc.date.issued2015-
dc.identifiergoogle_scholar-el5n6k0AAAAJ:qxL8FJ1GzNcC-
dc.identifier.isbn978-989-97866-7-7-
dc.identifier.otherel5n6k0AAAAJ:qxL8FJ1GzNcC-
dc.identifier.urihttps://uniwacris.uniwa.gr/handle/3000/1020-
dc.description.abstractForeign language learning strategies are specific actions or techniques employed by the learner for the purpose of learning language, making learning easier, faster, more enjoyable, more self-directed, more effective, and more transferable to new situations, according to Rebecca Oxford. The paper presents a large scale project’s (THALES: 379335) first phase findings regarding the validation of Rebecca Oxford’s “Strategy Inventory for Language Learning”(SILL) with a Greek sample of1308 school-aged students from 16 schools representing 5 prefectures and 4 regions of the country. 46% of the students attended the last three grades of elementary school and 54% junior secondary school. Following a series of exploratory factor analyses we decided on a 29-item version retaining Oxford’s factor structure. The confirmatory factor analyses revealed a marginal level of fit for the whole sample as well as the elementary school and secondary school sub-samples. The analyses indicated moderate to high internal consistency coefficients for the two-and six-category model of the SILL instrument. Based on these findings a number of analyses were performed regarding differences across all the six SILL first-order categories (memory, cognitive compensation, metacognitive, affective, and social strategies) and the two second-order categories (direct and indirect strategies) in relation to gender and school level revealing significant differences. The results are discussed in relation to other similar studies and the next phases of the study.en_US
dc.language.isoenen_US
dc.publisherinScience Pressen_US
dc.relation.ispartofEducation applications and developmentsen_US
dc.sourceEducation applications and developments, 223-236, 2015-
dc.subjectLearning strategiesen_US
dc.subjectS.I.L.L.en_US
dc.subjectValidationen_US
dc.subjectSchool-aged studentsen_US
dc.subjectGreeceen_US
dc.titleStrategy inventory for language learning: Findings of a validation study in Greeceen_US
dc.typeBook Chapteren_US
dc.relation.deptDepartment of Early Childhood Education and Careen_US
dc.relation.facultySchool of Administrative, Economics and Social Sciencesen_US
dc.identifier.spage223en_US
dc.identifier.epage236en_US
dc.linkhttps://www.academia.edu/12618657/Strategy_Inventory_for_Language_Learning_findings_of_a_validation_study_in_Greeceen_US
dc.collaborationUniversity of West Attica (UNIWA)en_US
dc.subject.fieldSocial Sciencesen_US
dc.journalsOpen Accessen_US
dc.publicationPeer Revieweden_US
dc.countryGreeceen_US
item.openairetypeBook Chapter-
item.grantfulltextnone-
item.fulltextNo Fulltext-
item.cerifentitytypePublications-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.languageiso639-1en-
crisitem.author.deptDepartment of Early Childhood Education and Care-
crisitem.author.facultySchool of Administrative, Economics and Social Sciences-
crisitem.author.orcid0000-0001-5462-8977-
crisitem.author.parentorgSchool of Administrative, Economics and Social Sciences-
Appears in Collections:Book Chapter / Κεφάλαιο Βιβλίου
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