Rochelle D. Pagarigan, Baby Joy D. Ramos, Ronnie Jhay M. Saet
Bachelor of Secondary Education-English, Isabela State University-Echague Campus
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 (n = 236). 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.
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