Comparing Theories of Language Learning Strategies: A Confirmatory Factor Analysis

By Tsung-Yuan Hsiao, R. Oxford. 2002

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LANGUAGE LEARNING STRATEGY INSTRUCTION: CURRENT ISSUES AND RESEARCH (2005, background): “…foreign language classrooms by offering a way to think about language learning strategies from the perspective of the learner and the teacher, rather than from that of the researcher (as has characterized the claims of different strategy classification systems, for example, Hsiao & Oxford, 2002).”
Learning Strategies in Reading and Writing: EAP Contexts (2004, methodology): “Firstly, in a recent study by Hsiao and Oxford (2002) this system was shown to provide a more effective account of learning strategies than O’Malley and Chamot’s (1990) five categories.”
Self-Efficacy and Self-Regulated Learning Strategies for English Language Learners: Comparison between Chinese and German College Students (2013, methodology): “, SRMR coupled with another index) suggested by Hu and Bentler (1999) was not used because they were based on very restrictive assumptions (Marsh, Hau, & Wen, 2004) and cautions to use this strategy was raised by Fan and Sivo (2005).”
Language Learning Strategies Use by Saudi EFL Students: The Effect of Duration of English Language Study and Gender (2017, methodology): “According to Ellis (994) Oxford’s SILL is considered as the most comprehensive classification of LLS and has been used extensively for collecting data on large numbers of language learners across the globe (Green & Oxford, 1995; Wharton, 2000; Hsiao & Oxford, 2002; Lan & Oxford, 2003).”