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APPENDIX A

BACKGROUND QUESTIONNAIRE

Please complete this background questionnaire.

1. Name: …………………………………………………………………………….
2. Age: ………………………………… 3. Class: ………………………………
4.. Gender: Male Female

5. Race: Malay Chinese Indian Others

6. Nationality: Malaysian Foreigners …………………… (please clarify)

7. School major: Business studies

Legal studies

Information technology

Pure mathematics

Biotechnology

Humanities

8. English Second Language (ESL) result:

90.00% - 100.00% 40.00% - 49.99%
80.00% - 89.99% 30.00% - 39.99%
70.00% - 79.99% 20.00% - 29.99%
60.00 % - 69.99%
50.00% - 59.99%
9. Current academic standing:

90.00% - 100.00% 40.00% - 49.99%

80.00% - 89.99% 30.00% - 39.99%
70.00% - 79.99% 20.00% - 29.99%
60.00 % - 69.99%
50.00% - 59.99%
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APPENDIX B

STRATEGY INVENTORY FOR LANGUAGE LEARNING

(SILL)

This questionnaire (Strategy Inventory for Language Learning – SILL) is used to identify the language
learning strategies that you use in acquiring English as a second language. The information gathered is
very important in this study. All information given by you is unique as it represents you as an individual
learner and is different from the others.

You are the chosen respondent for this study and it is extremely appreciated if you could spend a little
part of your precious time in answering this questionnaire.

Thank you.

Strategy Inventory for Language Learning (SILL)

Version For Speakers of Other Languages Learning English

Strategy Inventory for Language Learning (SILL)

Version 7.0 (ESL/EFL)
© R. Oxford, 1989

Directions:

This form of STRATEGY INVENTORY FOR LANGUAGE LEARNING (SILL) is for students of
English as a second or foreign language. You will find statements about leaning English. Please read
each statement. On the separate worksheet, write the response (1, 2, 3, 4, or 5) that tells HOW TRUE
OF YOU THE STATEMENT IS.

1. Never or almost never true of me

2. Usually not true of me
3. Somewhat true of me
4. Usually true of me
5. Always or almost true of me

NEVER OR ALMOST NEVER TRUE OF ME means that the statement is very rarely true of me.
USUALLY TRUE OF ME means that the statement is true less than half the time.
SOMEWHAT TRUE OF ME means that the statement is true of you about half the time.
USUALLY TRUE OF ME means that the statement is true more than half the time.
ALWAYS OR ALMOST ALWAYS TRUE OF ME means that the statement is true of you almost
always.

Answer in terms of how well the statement describes you. Do not answer how you think you should
be, or what other people do. There are no right or wrong answers to these statements. Put your
answers on the separate Worksheet. Please make no marks on the items. Work as quickly as you can
without being careless. This usually takes about 20-30 minutes to complete. If you have any
questions, let the teacher know immediately.

(Version 7.0 (ESL/EFL) © R. Oxford, 1989)

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EXAMPLE

1. Never or almost never true of me

2. Usually not true of me
3. Somewhat true of me
4. Usually true of me
5. Always or almost true of me

Read the item and choose a response (1 through 5 as above), and write it in the space after the item.

I actively seek out opportunities to talk with native speakers of English. ………….

You have just completed the example item. Answer the rest of the items on the Worksheet.

Strategy Inventory for Language Learning

Version 7.0 (ESL/EFL)

© R. Oxford, 1989

1. Never or almost never true of me

2. Usually not true of me
3. Somewhat true of me
4. Usually true of me
5. Always or almost true of me
(Write answers on the Worksheet)

Part A

1. I think of relationship between what I already know and new things I learn in English.

2. I use English words in a sentence so I can remember them.

3. I connect the sound of a new English word and an image or picture of the word to help remember
the word.

4. I remember a new English word by making a mental picture of a situation in which the word
might be used.

5. I use rhymes to remember new English words.

6. I use flashcards to remember new English words.

7. I physically act out new English words.

8. I review English lessons often.

9. I remember new English words or phrases by remembering their location on the page, on the
board or on a street sign.
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1. Never or almost never true of me

2. Usually not true of me
3. Somewhat true of me
4. Usually true of me
5. Always or almost true of me
(Write answers on the Worksheet)

Part B

10. I say or write new English words several times

11. I try to talk like native English speakers

12. I practice the sounds of English.

13. I use the English words I know in different ways.

14. I start conversations in English.

15. I watch English language TV shows spoken in English or go to movies spoken in English.

16. I read for pleasure in English.

17. I write notes, messages, letters or reports in English.

18. I first skim an English passage (read over the passage quickly) then go back and read carefully.

19. I look for words in my own language that are similar to new words in English.

20. I try to find patterns in English.

21. I find the meaning of an English word by dividing it into parts that I understand.

22. I try not to translate word-for-word.

23. I make summaries of information that I hear or read in English.

Part C

24. To understand unfamiliar English words, I make guesses.

25. When I can’t think of a word during a conversation in English, I use gestures.

26. I make up new words if I do not know the right ones in English.

27. I read English without looking up every new word.

28. I try to guess what the other person will say next in English.

29. If I can’t think of an English word, I use a word or phrase that means the same thing.

Part D

30. I try to find as many ways as I can to use my English.

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1. Never or almost never true of me

2. Usually not true of me
3. Somewhat true of me
4. Usually true of me
5. Always or almost true of me
(Write answers on the Worksheet)

31. I notice my English mistakes and use that information to help me do better.

32. I pay attention when someone is speaking English.

33. I try to find out how to be a better learner of English.

34. I plan my schedule so I will have enough time to study English.

35. I look for people I can talk to in English.

36. I look for opportunities to read as much as possible in English.

37. I have clear goals for improving my English skills.

38. I think about my progress in learning English.

Part E

39. I try to relax whenever I feel afraid of using English.

40. I encourage myself to speak English even when I am afraid of making a mistake.

41. I give myself a reward or treat when I do well in English.

42. I notice if I am tense or nervous when I am studying or using English.

43. I write down my feelings in a language learning diary.

44. I talk to someone else about how I feel when I am learning English.

Part F

45. If I do not understand something in English, I ask the other person to slow down or say it again.

46. I ask English speakers to correct me when I talk.

47. I practice English with the other students

48. I ask for help from English speakers.

49. I ask questions in English.

50. I try to learn about the culture of English speakers.

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STRATEGY INVENTORY FOR LANGUAGE LEARNING

Your name: ………………………….. Date: ………………………………

Worksheet for answering and scoring

The Strategy for Language Learning (SILL)

Version 7.0 (ESL/EFL)

© R. Oxford, 1989

1. The blanks (……..) are numbered for each item on the SILL.

2. Write your response to each item (that is, write 1,2,3,4,5) in each of the blanks.

3. Add up each column (column A to column F only). Put the result on the line marked SUM.

4. Divide by the number under SUM to get the average for each column. Round this average off to
the nearest tenth, as in 3.4

5. Figure out your overall average. To do this, add up all the SUMS for the different parts of the
SILL. Then divide by 50.

6. When you have finished, your teacher will give you the Profile of Results. Copy your average (for
each part and for the whole SILL) from the Worksheet to the Profile.
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SILL Worksheet

Version 7.0 (ESL/EFL)

© R. Oxford, 1989

Part A Part B Part C Part D Part E Part F Whole SILL

1. 10. 24. 30. 39. 45. SUM Part A:

2. 11. 25. 31. 40. 46. SUM Part B:
3. 12. 26. 32. 41. 47. SUM Part C:
4. 13. 27. 33. 42. 48. SUM Part D:
5. 14. 28. 34. 43. 49. SUM Part E:
6. 15. 29. 35. 44. 50. SUM Part F:
7. 16 36.
8. 17. 37.
9. 18. 38.
19.
20.
21.
22.
23.

SUM……… 9 = …….…
SUM……...  14 = …….…
SUM……… 6 = ….……
SUM……… 9 = .………
SUM……… 6 = ……….
SUM……… 6 = ……….
SUM……… 50 = ………. (OVERALL AVERAGE)
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STRATEGY INVENTORY FOR LANGUAGE LEARNING

Your name: ______________________________ Date: ______________

Profile of results on the Strategy Inventory for Language Learning (SILL)

Version 7.0
© R. Oxford, 1989

You will receive this Profile after you have completed the Worksheet. This Profile will show your SILL
results. These results will tell you the kinds of strategies you use in learning English. There are no right or
wrong answers.

To complete this profile, transfer your averages for each part of the SILL and your overall average for the
whole SILL. These averages are found on the Worksheet.

Part What Strategies Are Covered Your

average on
this part

A Remembering more effectively ________

B Using all your mental processes ________

C Compensating for missing knowledge ________

D Organizing and evaluating your learning ________

E Managing your emotions ________

F Learning with others ________

YOUR OVERALL AVERAGE ________

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SILL Profile of Results (continued)

Version 7.0
© R. Oxford, 1989

Key to Understanding Your Average

High Always or almost always used 4.5 to 5.0

Usually used 3.5 to 4.4

Medium Sometimes used 2.5 to 3.4

Low Generally not used 1.5 to 2.4

Never or almost never used 1.0 to 1.4

What These Averages Mean to You.

The overall average tells how often you use strategies for learning English. Each part of the SILL
represents a group of learning strategies. The averages for each part of the SILL show which groups of
strategies you use the most for learning English.

The best use of strategies depends on your age, personality and purpose for learning. If you have a
very low average on one or more parts of the SILL, there may be some new strategies in these groups that
you might want to use. Ask your teacher about these.
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APPENDIX C

SELF-DIRECTED LEAERNING READINESS SCALE

(SDLRS)

INSTRUCTIONS: This is a questionnaire designed to gather data on learning

preferences and attitudes towards learning. After reading each item, please indicate the
degree to which you feel that statement is true of you. Please read each choice carefully
and circle the number of the response that best expresses your feeling.

There is no time limit for the questionnaire. Try not to spend too much time on any one
item, however. Your first reaction to the Question will usually be the most accurate.

1 Always never true of me; I hardly ever feel this way.

2 Not often true of me; I feel this way less than half the
time.

3 Sometimes true of me; I feel this way about half the

time.

4 Usually true of me; I feel this way more than half the
time.

5 Almost always true of me; there are very few times

when I don’t feel this way.

Items Your responses

1 2 3 4 5
1. I’m looking forward to learning as long as I’m
living.

2. I know what I want to learn.

3. When I see something that I don’t understand, I

stay away from it.

4. If there is something I want to learn, I can figure

out a way to learn it.
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5. I love to learn.

Your responses
1 2 3 4 5
6. It takes me a while to get started on new projects.

7. In a classroom, I expect the teacher to tell all class

members exactly what to do at all times.

8. I believe that thinking about who you are, where

you are and where you are going should be a major
part of every person’s education.

9. I don’t work very well on my own.

10. If I discover a need for information that I don’t

have, I know where to go to get it.

11. I can learn things on my own better than most

people.

12. Even if I have a great idea, I can’t seem to develop

a plan for making it work.

13. In a learning experience, I prefer to take part in

deciding what will be learned and how.

14. Difficult study doesn’t bother me if I’m interested

in something.

15. No one but me is truly responsible for what I learn.

16. I can tell whether I’m learning something well or

not.

17. There are so many things I want to learn that I wish

that there were more hours in a day.

18. If there is something I have decided to learn, I can

find the time for it, no matter how busy I am.

19. Understand what I read is a problem for me.

20. If I don’t learn, it’s not my fault.

21. I know when I need to learn more about something.

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Your responses
1 2 3 4 5
22. If I can understand something well enough to get a
good grade on a test, it doesn’t bother me if I still
have questions about it.

23. I think libraries are boring places.

24. The people I admire most are always learning new

things.

25. I can think of many different ways to learn about a

new topic.

26. I try to relate what I am learning to my long term

goals.

27. I am capable of learning for myself almost anything

I might need to know.

28. I really enjoy tracking down the answer to a

question.

29. I don’t like dealing with questions where there is

not one right answer.

30. I have a lot of curiosity about things.

31. I’ll be glad when I’m finished learning.

32. I’m not as interested in learning as some people

seem to be.

33. I don’t have any problem with basic study skills.

34. I like to try new things, even if I’m not sure how
they will turn out.

35. I don’t like it when people who really know what

they’re doing point out mistakes that I am making.

36. I’m good at thinking of unusual ways to do things.

37. I like to think about the future.

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Your responses
1 2 3 4 5
38. I’m better than most people are at trying to find out
the things I need to know.

39. I think of problems as challenges, not stopsigns.

40. I can make myself do what I think I should.

41. I’m happy with the way I investigate problems.

42. I become a leader in group learning situations.

43. I enjoy discussing ideas.

44. I don’t like challenging learning situations.

45. I have a strong desire to learn new things.

46. The more I learn, the more exciting the world

becomes.

47. Learning is fun.

48. It’s better to stick with the learning methods that we

know will work instead of always trying new ones.

49. I want to learn more so that I can keep growing as a

person.

50. I am responsible for my learning – no one else is.

51. Learning how to learn is important to me.

52. I will never be too old to learn new things.

53. Constant learning is a bore.

54. Learning is a tool for life.

55. I learn several new things on my own each year.

56. Learning doesn’t make any difference in my life.

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57. I am an effective learner in the classroom and on

my own.
Your responses
1 2 3 4 5
58. Learners are leaders.

© 1977, Lucy M Guglielmino

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SDLRS’ CALCULATION

1. Put a box around your response for items numbered:

3, 6, 7, 9 12, 19, 20, 22, 23 29, 31, 32, 35 44, 48, 53 and 58

2. Now, count up all the 1’s you boxed. Place the number of 1’s in the box below. Do the
same thing for the 2‘s, 3’s, 4’s and 5’s.

3. Next multiply the number of 1’s, 2’s, 3’s 4’s and 5’s by the number provided.

Number of 1’s 2’s 3’s 4’s 5’s

_____x 5 _____x 4 ______x 3 _____x 2 _____x 1

Subtotals (R) ______ ______ ______ ______ _____ = ______

R - Total
4. Now, add Sub Totals (R); this is your R-Total.

5. Now look at your responses that are not marked with a .

6. Count up all the 1’s, 2’s, 3’s, 4’s and 5’s by the number provided under each box.

Number of 1’s 2’s 3’s 4’s 5’s

_____x 1 _____x 2 ______x 3 _____x 4 _____x 5

Subtotals (P) ______ ______ ______ ______ ______ = ______

P - Total
7. Now, add Sub Totals (P); this is your P-Total.

8. Write the R and P-Total in the boxes below.

+ = ___________________________
R Total P Total SDLRS SCORE

 This questionnaire is courtesy of Dr Norzaini Azman

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