Language Learning Strategies and English Proficiency of Junior High School Students

Abstract

Language learning strategies are integral for learners to actively engage in their own process of second-language development. There is limited empirical data available in some Philippine public schools on the relationship between students’ strategic learning behaviors and their self-reported English proficiency. This study examines the relationship between language learning strategies and the self-reported English proficiency of Grade 10 learners in Polomolok 5 District, South Cotabato Division, Philippines. This study adopted a quantitative, non-experimental, descriptive-correlational approach and collected data from 200 randomly sampled Grade 10 learners. Data were collected using adapted versions of instruments that measured the six dimensions of language learning strategies (i.e., memory, cognitive, compensation, metacognitive, affective, and social strategies) and the five dimensions of self-reported English proficiency (i.e., spoken tasks, comprehension, interaction strategies, quality of spoken performance, and writing tasks). Descriptive statistics, correlation, and multiple linear regression were employed to analyze the data. Results of this study showed that participants engaged extensively in the use of language learning strategies (M = 3.45). The use of metacognitive strategies was the most reported (M = 3.59) and self-reported English proficiency also reported to be extensive (M = 3.43) with writing tasks being the most reported (M = 3.80). Language learning strategies positively and significantly related to self-reported English proficiency (r = .523, p < .001). A positive and significant relationship was reported at the domain level between cognitive, metacognitive, and social strategies and self-reported English proficiency. As a result, the overall model was statistically significant with an adjusted R² of .288. Metacognitive and social strategies were the significant predictors in this model. There is a positive relationship between the planning, monitoring, regulating, and socializing of language learning and self-reported English proficiency. The authors recommend the use of explicit teaching of strategies that include both meta-cognition and social learning activities, understanding that a large part of the variance in self-reported English proficiency is still to be explained by the variables studied.