Re-evaluating the SILL in the post pandemic times

Zrinka Fiser; Luka Pongračić

doi:10.30827/portalin.vi45.33679

Authors

Zrinka Fiser University of Slavonski Brod (Corresponding author) https://orcid.org/0000-0001-5425-6659
Luka Pongračić University of Slavonski Brod (Corresponding author) https://orcid.org/0000-0002-2378-822X

DOI:

https://doi.org/10.30827/portalin.vi45.33679

Keywords:

languge learning strategies, SILL, COVID-19, English language, LSS

Abstract

Theoretical frameworks categorize language learning strategies into direct (memory, cognitive, and compensation strategies) and indirect (metacognitive, affective, and social) strategies used during English as a foreign or as a second language acquisition. With the shift to online learning during the COVID-19 pandemic, this study investigates if and how digital environments affected the use of such strategies. 279 non-English major students in Croatia participated in the research with the aim to re-evaluate the Strategy Inventory for Language Learning (SILL) version 7.0. The exploratory analysis resulted in significant reduction to four new scales: cognitive, metacognitive, social, and a scale of proactive, communication-oriented particles. The new scales bear much resemblance to several other attempts of re-evaluating the SILL in different language contexts. The Wilcoxon signed-rank test was applied to test the correlation with the effect of the online learning setting during the pandemic times, and the findings implied that students who were exposed to online learning during the COVID-19 breakout reported significantly less usage of all but the social language learning strategies. Such findings demonstrate the need to further investigate how to address critiques regarding the adaptability and validity of LLS frameworks in the post-pandemic times.

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Author Biographies

Zrinka Fiser, University of Slavonski Brod (Corresponding author)

Zrinka Fišer is an assistant professor at the Department of Social Sciences and Humanities at University of Slavonski Brod where she teaches English as a foreign language to non-English major students. The topic of her research interest is related to the effect of online learning setting to foreign and second language learning at tertiary level of education.

Luka Pongračić, University of Slavonski Brod (Corresponding author)

Luka Pongračić is an assistant at the Department of Social Sciences and Humanities at University of Slavonski Brod in Croatia where he teaches at pedagogical courses. He has just obtained his PhD. His area of research interests is related to pedagogy and gifted students.

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