Language Learning Strategy and Motivation of Learning English as Predictors of Student English Proficiency of the Grade 9 Students

Abstract

This study determined the predictive influence of language learning strategies and motivation in learning English on the perceived English proficiency of Grade 9 students in Cluster 2 schools of Davao City. Anchored on Schunk’s Cognitive Learning Theory, the study employed a predictive research design using a descriptive-correlational approach. A total of 212 Grade 9 students were selected through stratified random sampling, and data were gathered using validated questionnaires measuring language learning strategies, English learning motivation, and perceived English proficiency. Descriptive statistics, Pearson Product-Moment Correlation, and Multiple Linear Regression were utilized to analyze the collected data. Findings revealed that students demonstrated high levels of language learning strategies (M = 2.92), motivation in learning English (M = 3.15), and perceived English proficiency (M = 3.00). Results further showed significant positive relationships between language learning strategies and English proficiency (r = .732, p < .001) and between motivation and English proficiency (r = .778, p < .001). Regression analysis indicated that both language learning strategies (β = .398, p < .001) and motivation in learning English (β = .525, p < .001) significantly predicted perceived English proficiency, with the combined predictors explaining 70% of the variance in students’ proficiency levels (R² = .700). The study concludes that strategic learning behaviors and motivational factors play essential roles in enhancing students’ English proficiency. It recommends strengthening school-based language programs, developing motivational learning environments, and implementing instructional practices that promote effective language learning strategies to support improved English outcomes among learners.