The Development of a Children’s Inventory for Language Learning Strategies (CHILLS)

Abstract

As a widely researched area language learning strategies mostly focused on older learners (adolescents and adults). Language learning strategy research is not complete unless research direction moves towards and deepens in studying language learning strategies (LLS) of children. Previous and limited research on LLS of children focused on a group of strategies and their effects on learning selected language skills. Most of LLS research with children investigated bilingual children, children in immersion classrooms and/or those in ESL contexts. Thus, there is a need for a comprehensive study that investigates strategy use in general, including all strategy groups and their effects on learning all language skills in an EFL context. Another gap in the literature is related to LLS inventories. Some inventories and/or questionnaires that are developed so far investigated strategy use while learning a single skill (such as reading or listening); however, most of these lack reliability and validity data. Some others covered all strategies and provided psychometric information (such as SILL), but none of these are developed for children, yet for children in EFL contexts. Current study aims to develop a language learning strategy inventory for children, by using data collected from 383 fourth and fifth grade (10-11 years old) primary school children in an EFL context. Thus, the study reports on the reliability and validity processes of the instrument. As a result, a valid and reliable inventory for children’s language learning strategies (CHILLS: Children’s Inventory for Language Learning) is developed.

DOI: 10.5901/jesr.2013.v3n7p263