In administering the Strategy Inventory for Language Learning (SILL) survey, our research focused on the use of second language learning strategies (SLLS) among higher education students, ascertaining what SLLS they use, the relationships between the strategies, and how the use of one group of SLLS can explain the use of other groups of strategies. This study examined the validity of the SILL (Oxford, 1990: 293-300) in a specific context by performing an exploratory and confirmatory factor analyses based on the survey response data of 225 students learning English at the Faculty of Administration, University of Ljubljana, Slovenia. The results show that most of the fit indexes used to test Oxford’s SILL provide an unacceptable fit, so a modification is proposed on the basis of the results of a confirmatory factor analysis (CFA). The adapted strategy inventory model with validated fit is introduced and discussed. It shows that basic cognitive and metacognitive strategies explain 58% of the variance of social learning strategies. The results also show that certain SILL strategies are out-dated, possibly due to advancements in information technology and language learning. The implications of these findings are discussed in the light of future study areas of SILL and SLLS research.

中文翻译：

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第二语言学习策略量表：在斯洛文尼亚高等教育中的测试，改编和验证

在管理语言学习策略清单（SILL）的调查中，我们的研究重点是在高中学生中使用第二语言学习策略（SLLS），确定他们使用的SLLS，策略之间的关系以及如何使用一种语言SLLS组可以解释其他策略组的使用。这项研究根据卢布尔雅那大学管理学院对225名学习英语的学生的调查回答数据进行了探索性和确认性因素分析，从而在特定情况下检验了SILL（Oxford，1990：293-300）的有效性，斯洛文尼亚。结果表明，用于测试牛津大学SILL的大多数拟合指标均提供了不可接受的拟合度，因此在验证性因子分析（CFA）结果的基础上提出了一种修改方案。介绍并讨论了经过调整的具有经过验证的拟合的策略库存模型。它表明基本的认知和元认知策略可以解释58％的社会学习策略差异。结果还表明，某些SILL策略已过时，这可能是由于信息技术和语言学习的进步所致。这些发现的含义将根据SILL和SLLS研究的未来研究领域进行讨论。