Adapting established tools to a new research discourse: A case for language learning strategy questionnaire

As evidenced by numerous studies, language learning strategies (LLS) play an important role in language learning. Therefore, the issue of LLS is enjoying widespread attention from researchers and practitioners alike, especially in the field of TESOL. Various types of strategy assessments, the most prevalent of which are questionnaires, have been devised to examine the strategy use of individual ESL/EFL learners worldwide. However, while LLS are believed to be culturally-situated, contextually-bound, and learner-dependent, there is always a need to adapt established tools to a new research discourse so that they can better reflect the actual LLS use among learners under study. This paper reports on the adaptation, development and validation of the Language Learning Strategy Questionnaire (LLSQ), which was employed in a mixed-methods research study on LLS among Vietnamese tertiary learners. Firstly, the need for the adaptation of the LLSQ is examined. Secondly, various steps in the adaptation and development of the LLSQ are described in details, including the review of relevant literature, discussions with survey experts and focus groups with target learners. Thirdly, the validation of the LLSQ is addressed through the processes of conducting informal expert reviews and field pretests. The reliability and validity of the LLSQ are then clearly articulated with statistical evidence. Finally, practical implications for future attempts are provided regarding the construction of reliable and valid questionnaires in a new research discourse.