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.
Pagarigan, R., Ramos, B. J., & Saet, R. J. (2025). Language Learning Strategies and Level of Motivation of Education Students of Isabela State University-Echague. Student Journal of Technology and Educational Research, Vol. 2(Issue 1), 1–12. https://doi.org/10.5281/zenodo.15683636
Batang, B. L., & Maramag-Manalastas, A. K. E. (2018). Medium of instruction on student achievement and confidence in English. TESOL International Journal, 13(3), 88–99. https://eric.ed.gov/?id=EJ1247328
Crowley, K. A. (2014). Second language learning strategies using first language acquisition methods. Studies about Languages, 25(1), 77–87. https://doi.org/10.5755/j01.sal.0.25.8524
Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge University Press. https://doi.org/10.1017/CBO9780511667343
Ellis, R. (1994). The study of second language acquisition. Oxford University Press.
Indriani, K. S. (2020). Factors influencing motivation in learning English of Mangusada Badung General Hospital staff. OKARA: Jurnal Bahasa dan Sastra, 14(1), 13–28. https://doi.org/10.19105/ojbs.v14i1.2972
Khamkien, A. (2010). Factors affecting language learning strategy reported usage by Thai and Vietnamese EFL learners. Electronic Journal of Foreign Language Teaching, 7(1), 66–85.
Lee, C. K. (2010). An overview of language learning strategies. Annual Review of Education, Communication, and Language Sciences, 7, 132–152. https://scirp.org/reference/referencespapers.aspx?referenceid=3076964
Quibilan, M. J. (2017). Language learning strategies of BSE-English major students of PSU Asingan Campus. PSU Journal of Education, Management and Social Sciences, 1(1), 40–44. https://psurj.org/wp-content/uploads/2018/01/JEMSS_0007.pdf
Rahimi, M., Riazi, M., & Saif, S. (2004). An investigation into the factors affecting the use of language learning strategies by Persian EFL learners. International Journal of Research in English Education, 2(3), 1021. https://www.researchgate.net/publication/228661993_An_Investigation_into_the_Factors_Affecting_the_Use_of_Language_Learning_Strategies_by_Persian_EFL_Learners
Salimi. (2000). Motivation Questionnaire EFL (pp. 74–77). https://scales.arabpsychology.com/s/motivation-questionnaire-efl/
Thongma, S., Rany, S., Abidin, M. J. Z., & Lai Mei, L. (2013). Factors causing students' low English language learning: A case study in the National University of Laos. International Journal of English Language Education, 1(1), 179–192. https://doi.org/10.5296/ijele.v1i1.3100