English Language Learning, Strategy Use and Academic Performance of College Students
English language remains to be the dominant language use and acceptable globally. However, in school, language teachers observed that students have difficulty in learning this language. The objective of this study was to investigate the relationship between English language learning and strategy use and academic performance of college students. It employed descriptive correlational design. Questionnaires in English Language Learning and Strategy Inventory for Language Learning (SILL) were used to gather the data. Results revealed that the levels of English language learning and strategy use were both rated as high. On the other hand, the academic performance in English 121 (Speech and Oral Communication) of the college students was developing. Furthermore, a significant relationship was found between academic performance and strategy use, but no relationship existed between academic performance and English language learning. It implied that students’ use of strategies in learning the language would matter much about their English 121 grades. However, despite a high rating in their English language learning, it did not have any relationship with their academic performance. For educators, the result of the study could give a clear indication of the importance of helping students master the use of strategies in English language learning to maximize their skills and knowledge, and to improve their academic performance.
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