Language Learning Strategies as Predictors of English Proficiency Among Freshmen Tertiary Students
DOI:
https://doi.org/10.69569/jip.2026.071Keywords:
Language learning strategies, English proficiency, Metacognitive strategies, Freshmen tertiary students, Predictive correlationalAbstract
This study examined the predictive relationship between language learning strategies and English language proficiency among freshmen students. Specifically, it aimed to determine the common language learning strategies used by students, their overall English proficiency in vocabulary and grammar, and to examine whether these strategies significantly predict students’ English proficiency. To determine whether language learning strategies significantly influence students’ English proficiency, a predictive correlational survey research design was employed. A total of 301 first-year students from Apayao State College, Luna Campus, during the Academic Year 2025–2026 served as respondents, selected through stratified systematic random sampling to ensure representation across academic programs. Data were collected using a questionnaire adopted from Oxford’s Strategy Inventory for Language Learning (SILL) to measure the extent of language learning strategies, and an adapted English proficiency test across multiple researchers covering grammar, vocabulary, and reading comprehension. Results revealed that freshmen students often used language learning strategies, with metacognitive strategies being the most frequently employed. Memory and cognitive strategies were also commonly used, while social strategies were practiced to a moderate extent. In terms of English proficiency, students demonstrated an approaching proficiency level. In addition, regression analysis indicated that language learning strategies significantly predicted English proficiency, although the explained variance was minimal. Among the strategies examined, metacognitive strategies had a positive influence on proficiency, whereas social strategies showed a negative relationship. Overall, the findings suggest that while students frequently use language learning strategies, other factors may also contribute to the development of English language proficiency.
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