Learning Strategies Used by Learners in Accomplishing Esl Tasks

Abstract

INTRODUCTION

The study focuses on strategies utilized by learners when accomplishing language tasks. It also investigates how these strategies affect the academic performance of eighty Grade 10 students of a public junior high school that have been studying English as a Second Language. The study will be employing a quantitative research design as it will be utilizing the version of Rebecca Oxford's Strategy Inventory for Language Learning (1990) and will be correlated with students' academic performance. The findings of the study have indicated that Social Strategy stands out as the strategy used by learners the most while the Memory strategy resulted as the least.

METHODS

Correlational survey research was conducted to obtain the necessary information to gather the answers to the stipulated questions. Survey research was conducted to know the different strategies used by students using the questionnaires formulated by Rebecca Oxford in 1990 with which was correlated with the grades that students have during the first quarter.

RESULTS

The findings of the study have indicated that Social Strategy stands out as the highest strategy being used by learners with the mean of 3.42 while the Memory strategy resulted as the lowest with the mean of 3.08. The summary of the performance of students during the first quarter indicated that the overall performance has an average of 81.51 and can be considered under Satisfactory. A significant correlation exists between metacognitive strategy and the academic performance of students which is set at 0.341 from which the correlation is significant at a 0.01 level as well as a significant correlation between social strategy and the academic performance of students which is at 0.318 from which the correlation is significant at the 0.01 level.

DISCUSSIONS

The researcher has reached the following conclusions regarding the conduct of this study. First, the mostly used strategy among the respondents is social strategy. Second the learner’s performance for the First quarter is that majority of them have performed under Satisfactory level. Third, a correlation exists between metacognitive strategy and the academic performance of students.