Comparing Theories of Language Learning Strategies: A Confirmatory Factor Analysis

Abstract

This study compared classification theories of language learning strategies. Results from confirmatory factor analysis (CFA) of the data measured by the ESL/EFL version of the Strategy Inventory for Language Learning and collected from 517 college EFL learners indicated that of the strategy theories examined, Oxford's 6–factor strategy taxonomy is the most consistent with learners’ strategy use, although this model did not produce a fully adequate fit to the data. The findings suggest that other possible approaches to strategy classification should be considered. These approaches include (a) differentiating strategies for using a language (“language use strategies”) from strategies for learning it (“language learning strategies”), (b) recognizing the importance of the learning environment, (c) slightly modifying the prevalent strategy classification theories by reclassifying particular strategies, (d) ensuring that the language skills are obvious in each strategy item, and (e) creating a task–based strategy inventory. This study also illustrates how CFA can be applied to the comparison of current strategy theories.