Assessing the learning strategies in english subjects of senior high school students / Mary Joy N. Doroin, Ma. Jacobe A. Kingking, and Laarnie J. Tubale.

Undergraduate Theses (ABELS) - English Language Studies. Camarines Sur Polytechnic Colleges, 2024.

Includes bibliographic references.

The study aims to assess the language learning strategies of senior high school students and analyze the factors affecting the learning strategies in English subjects. The research was conducted at Pili National High School. Grade 12 Humanities and Social Sciences (HUMSS) were the respondents of this study and were selected using the purposive sampling technique. The present study is a mixed-method approach. Data were collected using the Strategy Inventory and Language Learning (SILL) questionnaire and semi-structured interviews. The data were analyzed using the PAIL method and thematic analysis. The result of the study showed that metacognitive strategy (3.57) is the most frequently used by the students. It is followed by social (3.35), affective (3.33), memory (3.21), compensation (3.21), and cognitive (3.13) strategies. The second finding revealed that language learning strategies are affected by factors such as personal challenges, contextual learning, individual differences, and motivation. The findings of the study indicated that it is critical to design a teaching method that teaches students how to employ learning strategies. To enhance students' language learning experiences, both knowledge and skills are required. The researchers promote a balanced usage of all six types of learning strategies and other senior high school tracks/strands could enhance knowledge and comprehension of the various types of language learning processes.