The Impact of English Self-Efficacy and Language Learning Strategies on the Students' Academic Performance of Dipolog Medical Center College Foundation, Inc.
Abstract
This study aimed to determine the level of English self-efficacy and language learning strategies and their influence on the academic performance of students in English subjects at Dipolog Medical Center College Foundation, Inc. (DMCCFI) during the school year 2025–2026. A quantitative, non-experimental descriptive-correlational design was employed, involving 269 students selected through stratified random sampling. Data were collected using adopted questionnaires that measured the respondents’ demographic profile, English self-efficacy across listening, speaking, reading, and writing domains, and perceived language learning strategies. Academic performance was obtained from institutional grade records. The statistical tools used included weighted mean, standard deviation, and Spearman rank-order correlation coefficient (Spearman rho). The findings revealed that students demonstrated very high levels of English self-efficacy and language learning strategies, with listening obtaining the highest self-efficacy rating. Their academic performance was generally very good. English self-efficacy showed a strong positive correlation with academic performance, while language learning strategies showed a moderate positive correlation. The study concludes that self-efficacy is a stronger predictor of academic success than perceived language learning strategies alone. It recommends targeted confidence-building interventions for students from lower-income backgrounds and strategy internalization programs across all academic programs.