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Language Learning Strategies and Level of Motivation of Education Students of Isabela State University-Echague

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Bibliographic Details
Title: Language Learning Strategies and Level of Motivation of Education Students of Isabela State University-Echague
Authors: Pagarigan, Rochelle, Ramos, Baby Joy, Saet, Ronnie Jhay
Publisher Information: ISU Desktop Publishing, 2025.
Publication Year: 2025
Subject Terms: Motivation, Academic Performance, Language Learning Strategies, Level of Motivation
Description: This study explored the language learning strategies (LLS) and motivational levels of students learning English, examining variations by sex and the relationship between strategy use and motivation. The respondent pool consisted predominantly of female students. Findings revealed that students moderately engaged with a range of LLS, with metacognitive strategies being the most frequently employed suggesting increased learner autonomy and self-regulation. Social and cognitive strategies followed, indicating the value placed on interaction and active language use. and compensation strategies were the least used, suggesting a move away from rote methods. Motivational levels were generally high, driven by the desire to learn English. Male students reported significantly higher use of cognitive and social strategies than female students, reflecting more proactive engagement. Motivation levels, however, were statistically similar across sexes, except in one item where male students favored more English courses. Importantly, a significant positive correlation was found between all five LLS and motivation, reinforcing motivation as a key factor in strategic language learning. These findings support the growing emphasis on learner-centered instruction and the role of motivation in enhancing metacognitive awareness and behavioral engagement. It is recommended that educators adopt engaging, strategy-based, and motivationally supportive teaching approaches to further enhance students' language learning outcomes.
Document Type: Article
Language: English
DOI: 10.5281/zenodo.15683635
DOI: 10.5281/zenodo.15683636
Rights: CC BY
Accession Number: edsair.doi.dedup.....20aa1ee2ba0bee7f07c324a698c79b49
Database: OpenAIRE
Description
Abstract:This study explored the language learning strategies (LLS) and motivational levels of students learning English, examining variations by sex and the relationship between strategy use and motivation. The respondent pool consisted predominantly of female students. Findings revealed that students moderately engaged with a range of LLS, with metacognitive strategies being the most frequently employed suggesting increased learner autonomy and self-regulation. Social and cognitive strategies followed, indicating the value placed on interaction and active language use. and compensation strategies were the least used, suggesting a move away from rote methods. Motivational levels were generally high, driven by the desire to learn English. Male students reported significantly higher use of cognitive and social strategies than female students, reflecting more proactive engagement. Motivation levels, however, were statistically similar across sexes, except in one item where male students favored more English courses. Importantly, a significant positive correlation was found between all five LLS and motivation, reinforcing motivation as a key factor in strategic language learning. These findings support the growing emphasis on learner-centered instruction and the role of motivation in enhancing metacognitive awareness and behavioral engagement. It is recommended that educators adopt engaging, strategy-based, and motivationally supportive teaching approaches to further enhance students' language learning outcomes.
DOI:10.5281/zenodo.15683635