Abstract

The global prominence of English has led to a heightened focus on language learning

strategies, especially among college students aiming to enhance their proficiency. This study

explores the English language learning strategies employed by first-year BSEd students at

Osmeña Colleges, considering key language skills: speaking, writing, reading, and listening.

By examining these strategies, the study aims to understand how students can optimize their

learning potential. It emphasizes the importance of individualized learning strategies, which

vary based on cognitive, affective, and sensory preferences. Previous research suggests that

understanding these strategies can significantly improve language acquisition, fostering more

effective and independent learners. The study also investigates the relationship between these

strategies and factors such as gender, utilizing a quantitative method and census sampling to

gather data.

The study's findings reveal a diverse range of learning strategies among students, with

weighted mean scores reflecting varying degrees of strategy utilization. The results indicate

that students predominantly find certain strategies more applicable, such as consistently high

engagement in some areas and less frequent use in others. These insights highlight the

necessity for tailored learning approaches to cater to individual preferences and promote

overall language proficiency. Moreover, the study underscores the critical role of learning

strategies in academic achievement, suggesting that awareness and implementation of

effective strategies can lead to significant improvements in language learning outcomes. This

research contributes to the broader understanding of language learning strategies, providing

valuable implications for curriculum development and instructional practices in higher

education.

1
Introduction

In today's world, the global spread of English is "unprecedented and unparalleled"

(Seidlhofer, 2011). Language learning strategies are crucial for college students on their

language acquisition journey, playing a vital role in facilitating effective learning and

improving overall language proficiency. By employing various techniques and tactics,

students can enhance their language learning experience and achieve better results.

Understanding the different language learning strategies employed by college students is

important to optimize their learning potential. In higher education institutions, there is a

pervasive awareness of learning strategies that help students understand and develop their

learning. Gilakjan (2012, as cited in Mkonto, 2015) suggests that students need a starting

point for thinking about and understanding how they learn. This allows students to become

more independent learners and take an active role in their learning (Genovese, 2004;

Gilakjan, 2012, as cited in Mkonto, 2015).

Over the past twenty years, there has been growing interest in incorporating a focus

on learning strategies and learning how to learn into language curricula. It is believed that

such a focus helps students become more effective learners and promotes a learner-centered

philosophy (Nunan, 1988, as cited in Silitunga et al., 2020). Additionally, learners who have

developed skills in learning how to learn are better equipped to effectively utilize classroom

learning opportunities and continue language learning outside the classroom.

Among learners, individual differences, such as learning strategies, relate to learning

performance. An awareness of learners' learning strategies influences the effectiveness of the

strategies used to facilitate language learning (Hilles & Sutton, 2001, as cited in Panrod,

2017). Learning strategies are acquired factors that vary among students based on their

differences. Individuals understand, organize, analyze, and process information and

experiences in different ways. Learning strategies are seen as characteristic cognitive,

2
affective, and psychological behaviors that serve as relatively stable indicators of how

learners perceive, interact with, and respond to the learning environment. The concept of

learning strategy has been applied to a wide variety of student attributes and differences

(Felder and Brent, 2005, as cited in Rezaeinenad, 2012). Each learning strategy has its

strengths and weaknesses; therefore, sticking to one strategy is not ideal for effective learning

(Moradkhan and Mirtaheri, 2011, as cited in Rezaeineiad, 2015).

Language learning strategies have received significant attention and have been the

focus of numerous studies since Reid's influential work in 1987 (Reid, 1995, as cited in

Monto, 2015). Reid categorized learning strategies into three major categories: sensory or

perceptual learning strategies, cognitive learning strategies, and affective/temperament

learning strategies. Sensory or perceptual learning strategies involve using our senses to

perceive data, cognitive learning strategies focus on mental processes, and

affective/temperament learning strategies relate to emotions and temperament. Each category

has subtypes that indicate individual preferences in the learning process (Reid, 1995, as cited

in Monto, 2015).

This study supports the view that language learning strategies are important for

academic achievement among English major students. Understanding these strategies is

crucial because it helps explain the individual differences among students and serves to

improve their language proficiency. This study aims to investigate the language learning

strategies of BSEd English major students at Osmeña Colleges. Overall, the findings indicate

that the use of language learning strategies has a significant effect on learning a second

language. The respondents in this study are actively seeking ways to become better English

learners and have set long-term goals to improve their proficiency in English. With K to 12

coming to the fore, English is offered in both the Junior and Senior High School curricula. In

an article written by Cabigon (2015), the Philippines is recognized globally as one of the

3
largest English-speaking nations, with the majority of its population having at least some

degree of fluency in the language. The curriculum has changed drastically, but the learning of

English remains an essential component of any curriculum.

Statement of the problem:

This study aims to answer the following questions:

1. What are the English language learning strategies of the 1 st-year BSEd students of Osmeña

Colleges in terms of?

1.1 speaking;

1.2 writing;

1.3 reading; and

1.4 listening?

2. Is there a significant relationship among the English language learning strategies of

the 1st-year BSED students of Osmeña Colleges?

Hypothesis:

The following hypothesis is posited in this study as its guide in gathering the data to

answer the research problems.

H1 There is a significant difference in the language learning strategies of first-year

college students at Osmeña Colleges when data are grouped according to gender.

H0 There is a significant difference in the correlation of the subcategories subsumed

under language learning strategies of first-year college students at Osmeña Colleges.

4
Framework:

Reading,writing,speaking,and listening are interrelated in English learning strategies

that are fundamental for the effectiveness of communication in the language

Comprehension

II. Methodology

Research Design: The researcher applied quantitative method that explain the relationship

between two or more variables that attempts to establish cause and effect relationships among

the variables

Population and Sampling:

The respondents to the study were all First year students at Osmeña Colleges. The researchers

used Census Sampling, a census is a study of every unit, everyone or everything, in a

population. It is known as a complete enumeration, which means a complete count. The

researchers chose this kind of instrument as the data collected from census surveys can be

used to identify trends and patterns in a population, areas of need or pain points within a

5
group, changes in sentiment over time, and so much more, thus helping them determine

which learning strategies needs more improvement.

Research Instrument: a survey questionnaire checklist used as the main instrument in

this study to analyze English learning strategies on BSED English students at osmeña

colleges in Masbate city. The sturdy utilized mean technique to compute the data

allocated on English language strategies The frequency count was used to determine the

weighted with the following.

The study utilized the weighted mean technique to compute the data on English Language

Strategies. The frequency count was used to determine the weighted with the following

formula:

WX =

Whereas:

wx = Weighted Mean

F = Frequency

x = Multiplication sign

w = Weight

n = Total Number of Respondents

Procedure. Surveys/Questionnaire:

PART I. English Language Learning Strategies

Table 1.1

Indicators Weighted Mean Verbal Rank

Interpretation
1.1 SPEAKING

6
 1. I use rhymes to remember new English words. 4.34 Always or 4
almost always
true of me
2. I try to remember new English words by 3.26 Somewhat true 14
pronouncing them. of me
3. I speak a word or a sentence several times to 4.48 Always or 3
remember it. almost always
true of me
4. I try to learn a new pattern by making a sentence 3.62 Usually true of 9
orally. me
5. 1 try to translate Filipino sentences into English 1.57 Never or 19
sentences and produce them orally. almost never
true of me
6. I try to remember what the English word 1.74 Never or 18
equivalent to Filipino word is. almost never
true of me
7. 1 tape record the sentences I produce. 2.92 Somewhat true 16
of me
8. I mix Filipino words and English words if I do not 1.45 Never or 20
know the English words. almost never
true of me
9. I put words into rules that I know in speaking. 3.67 Usually true of 8
me
10. Before I respond orally to questions. I write out 4.11 Usually true of 5
the answers. me
11. I try to correct my mistakes that I produce orally. 3.86 Usually true of 7
me
12. 1 try to speak with myself to improve my 3.57 Usually true of 11
speaking. me
13. 1 try to evaluate my utterances after speaking. 3.58 Usually true of 10
me
14. I notice my English mistakes, and use that 4.51 Always or 2
information to help me do better. almost always
true of me
15. 1 prepare a topic or grammatical rules in 3.38 Somewhat true 12
speaking practice. of me
16. I ask somebody to correct me when I talk. 4 Usually true of 6
me
17.I practice speaking with my friends or my 4.68 Always or 1
teachers. almost always
true of me
18. I practice English with native speakers. 1.89 Usually not 17
true of me
19. I ask questions in English. 3.36 Somewhat true 13
of me
20. If I cannot think during a conversation in English, 3.07 Somewhat true 15
I use gestures. of me

7
 Total xw=67.06 Somewhat true
Average:3.35 of me

LEGEND:

4.21- 5.00 -Always or almost always true of me

3.41- 4.20 -Usually true of me

2.61- 3.40 -Somewhat true of me

1.81- 2.60 -Usually not true of me

1.00- 1.80 -Never or almost never true of me

In this table 1.1 shows most of the first year BSED English answered on the

questionnaire, in the first question the weighted mean 4.34 with the verbal interpretation

means always or almost always true of me, in the second question the weighted mean is 3.26

with the verbal interpretation means somewhat true of me, in the third question the weighted

mean is 4.48 with the verbal interpretation means always or almost always true of me , in the

fourth question the weighted mean 3.62 with the verbal interpretation usually true of me , in

the fifth question the weighted mean 1.57 with the verbal interpretation never or almost never

true of me, , in the sixth question the weighted mean 1.75 with the verbal interpretation never

or almost never true of me, in the seventh question the weighted mean 2.92 with the verbal

interpretation somewhat true of me, in the eight question the weighted mean 1.45 with the

verbal interpretation never or almost never true of me, in the ninth question the weighted

mean 3.67 with the verbal interpretation usually true of me, in the tenth question the weighted

mean 4.11 with the verbal interpretation usually true of me, in the eleventh question the

weighted mean 3.86 with the verbal interpretation usually true of me, in the eleventh question

the weighted mean 3.86 with the verbal interpretation usually true of me, in the twelfth

question the weighted mean 3.57 with the verbal interpretation usually true of me, in the

thirteenth question the weighted mean 3.58 with the verbal interpretation usually true of me,

8
in the fourteenth question the weighted mean 4. 51 with the verbal interpretation always or

almost always true of me, in the fifteenth question the weighted mean 3.38 with the verbal

interpretation somewhat true of me, in the sixteenth question the weighted mean 4 with the

verbal interpretation usually true of me , in the seventeenth question the weighted mean 4.68

with the verbal interpretation almost always true of me true of me, in the eighteenth question

the weighted mean 1.89 with the verbal interpretation usually not true of me, in the

nineteenth question the weighted mean 3.36 with the verbal interpretation somewhat true of

me , in the last/twentieth question the weighted mean 3.07 with the verbal interpretation

somewhat true of me.

The result of table 1.1 implies that it can be observed that while some statements are

strongly affirmed as "always or almost always true" by the respondents, others are only seen

as "somewhat true" or even "never or almost never true." This suggests that the students have

varied perspectives and experiences that influence how they perceive and relate to the

statements in the questionnaire. As a student researcher, this information implies that

individual differences and personal characteristics play a significant role in shaping students'

self-perceptions and attitudes. By recognizing and understanding these diverse viewpoints,

educators can better cater to the needs and preferences of their students to create a more

inclusive and supportive learning environment.

TABLE 1.2

Indicators Weighted mean Verbal Rank

Interpretation
1.2 WRITING

1. If 1 do not know how to express my ideas in 3.42 Usually true of 13

English while writing, I keep writing using certain me
rules that I know.
2. 1 write what I am thinking about. 3.93 Usually true of 8
me

9
 3. I keep a diary. 3.74 Usually true of 12
me
4. I try to remember the meanings of words or the 4.33 Always or 5
patterns by writing them. almost always
true of me
5. I write sentences to apply certain rules. 2.92 Somewhat true 17
of me
6. I try to translate word for word. 3.92 Usually true of 9
me
7. I used English words in writing. 1.59 Never or 18
almost never
true of me
8. I write the main ideas first as a guideline. 4.69 Always or 3
almost always
true of me
9. I use Filipino words if I do not know the English 1.43 Never or 19
words. almost never
true of me
10. I use patterns to keep writing in English. 1.26 Never or 20
almost never
true of me
11. 1 consult a dictionary to find out the meanings of 4.66 Always or 4
words. almost always
true of me
12. I write out new material over and over. 3.82 Usually true of 10
me
13. I try to memorize the meanings of words. 3.36 Somewhat true 14
of me
14. I rewrite my composition by correcting the 4.09 Usually true of 6
mistakes that I notice. me
15. I choose a topic to improve my writing skill. 4.79 Always or 2
almost always
true of me
16. I read my writing and correct the mistakes. 4.80 Always or 1
almost always
true of me
17. I try to be aware of which words or grammar
rules give the greatest trouble, this way I can pay 4 Usually true of 7
special attention to them while I write and practice. me
18. I write a message to my friends in English for 3.08 Somewhat true 15
practice. of me
19. I write letters in English to my friends. 3 Somewhat true 16
of me
20. I ask my friends or my teachers to correct my 3.80 Usually true of 11
writing. me
Total xw=70.63 Usually true of
Average: 3.53 me

10
LEGEND:

4.21- 5.00 -Always or almost always true of me

3.41- 4.20 -Usually true of me

2.61- 3.40 -Somewhat true of me

1.81- 2.60 -Usually not true of me

1.00- 1.80 -Never or almost never true of me

In this table 1.2 shows most of the first year BSED English answered on the

questionnaire, in the first question the weighted mean 3.42 with the verbal interpretation

means usually true of me, in the second question the weighted mean is 3.93 with the verbal

interpretation means usually true of me , in the third question the weighted mean is 3.74 with

the verbal interpretation means usually true of me , in the fourth question the weighted mean

4.93 with the verbal interpretation always or almost always true of me, in the fifth question

the weighted mean 2.92 with the verbal interpretation somewhat true of me, in the sixth

question the weighted mean 3. 92 with the verbal interpretation usually true of me, in the

seventh question the weighted mean 1.59 with the verbal interpretation never or almost never

true of me, in the eight question the weighted mean 4.69 with the verbal interpretation always

or almost true of me, in the ninth question the weighted mean 1.43 with the verbal

interpretation never or almost never true of me, in the tenth question the weighted mean 1.26

with the verbal interpretation never or almost never true of me, , in the eleventh question the

weighted mean 4.66 with the verbal interpretation always or almost always true of me, in the

twelfth question the weighted mean 3.82 with the verbal interpretation usually true of me, in

the thirteenth question the weighted mean 3.36 with the verbal interpretation somewhat true

of me, in the fourteenth question the weighted mean 4.09 with the verbal interpretation

usually true of me, in the fifteenth question the weighted mean 4.79 with the verbal

interpretation always or almost always true of me, in the sixteenth question the weighted

11
mean 4.80 with the verbal interpretation always true of me true of me, in the seventeenth

question the weighted mean 4 with the verbal interpretation usually true of me, in the

eighteenth question the weighted mean 3.08 with the verbal interpretation somewhat true of

me , in the nineteenth question the weighted mean 3 with the verbal interpretation somewhat

true of me , in the last/twentieth question the weighted mean 3.80 with the verbal

interpretation usually true of me.

The data collected from the responses of first-year BSED English students in Table

1.2 shows a consistent pattern of agreement levels with the questionnaire statements. The

majority of the statements are perceived as "usually true" or even "always or almost always

true" by the respondents, indicating a strong sense of self-affirmation and confidence in their

own beliefs and behaviors. This suggests that the students in the study exhibit a high degree

of self-assuredness and consistency in their responses. As a student researcher, this

information implies that these students may have a strong sense of identity and conviction in

their values and attitudes. Understanding and acknowledging these self-perceptions can be

essential for educators in tailoring their teaching strategies to further enhance the students'

self-confidence and engagement in the learning process.

TABLE 1.3

Indicators Weighted mean Verbal Rank

Interpretation
1.3 READING
1. To understand unfamiliar English words while I Usually true of
guess from available clues while I am reading. 4.18 me 8
2. I learn English by reading English books or 4.39 Always or 5
magazines. almost always
true of me
3. I connect the spellings of English words with Somewhat true
similar Filipino words to understand the meanings. 3.11 of me 18

4. I try to understand sentences by analyzing their 3.22 Somewhat true

patterns. of me 17
5. I try to translate word for word. 2.58 Usually not true 20

12
 of me
6. I try to understand the passage by using my general Usually true of
knowledge and experience. 4.11 me 10
7. I use the key words to understand the whole ideas. 4.70 Always or 2
almost always
true of me
8. I read the passage aloud. 3.23 Somewhat true 16
of me
9. 1 take notes to remember the ideas. 4.64 Always or 3
almost always
true of me
10. While I read a text, I try to anticipate the story 4.22 Always or 7
line. almost always
true of me
11. I read a text more for ideas than words. 4.48 Always or 4
almost always
true of me
12. I correct my mistakes by rereading the text. 4.23 Always or 6
almost always
true of me
13. I choose a topic or certain materials for my 3.39 Somewhat true 14
practice. of me
14. I check and recheck my understanding after Always or
reading a passage. 4.75 almost always 1
true of me

15. If I cannot understand a reading passage, I try to Usually true of

analyze what difficulty I actually have. 3.89 me 12
16. In reading, I pick out key words and repeat them 3.70 Usually true of 13
to myself. me
17. I try to be aware of which words or grammar rules
give me the greatest trouble. In this way I can pay Usually true of
special attention to them while I read and practice. 4.15 me 9

18. I discuss reading passages with my friends. 3.23 Somewhat true 15

of me
19. If I do not understand the content of a reading Usually true of
passage, I ask my friends or my teachers for help. 4.01 me 11
20. I improve my reading skill by reading letters from 3.01 Somewhat true 19
my friends. of me
Totalxw= 77.22 Usually true of
Average: 3.86 me

13
LEGEND:

4.21- 5.00 -Always or almost always true of me

3.41- 4.20 -Usually true of me

2.61- 3.40 -Somewhat true of me

1.81- 2.60 -Usually not true of me

1.00- 1.80 -Never or almost never true of me

In this table 1.3 shows most of the first year BSED English answered on the

questionnaire, in the first question the weighted mean 4.18 with the verbal interpretation

means usually true of me, in the second question the weighted mean is 4.39 with the verbal

interpretation means always or almost true of me , in the third question the weighted mean is

3.11 with the verbal interpretation means somewhat true of me, in the fourth question the

weighted mean 3.22 with the verbal interpretation somewhat true of me, in the fifth question

the weighted mean 2.58 with the verbal interpretation usually not true of me, in the sixth

question the weighted mean 4.11 with the verbal interpretation usually true of me, in the

seventh question the weighted mean 4.70 with the verbal interpretation always or almost

always true of me, in the eight question the weighted mean 3.23 with the verbal interpretation

somewhat true of me, in the ninth question the weighted mean 4.64 with the verbal

interpretation always or almost always true of me, in the tenth question the weighted mean

4.22 with the verbal interpretation always or almost always true of me, in the eleventh

question the weighted mean 4.48 with the verbal interpretation always or almost always true

of me, in the twelfth question the weighted mean 4.23 with the verbal interpretation always or

almost always true of me, in the thirteenth question the weighted mean 3.39 with the verbal

interpretation somewhat true of me, in the fourteenth question the weighted mean 4.75 with

the verbal interpretation u always or almost always true of me, in the fifteenth question the

14
weighted mean 3.89 with the verbal interpretation usually true of me, in the sixteenth

question the weighted mean 3.70 with the verbal interpretation usually true of me, in the

seventeenth question the weighted mean 4.15 with the verbal interpretation usually true of

me, in the eighteenth question the weighted mean 3.23 with the verbal interpretation

somewhat true of me , in the nineteenth question the weighted mean 4.01 with the verbal

interpretation usually true of me, in the last/twentieth question the weighted mean 3.01 with

the verbal interpretation somewhat true of me.

The data presented in Table 1.3 based on the responses of first-year BSED English

students suggests a varied level of agreement with the questionnaire statements. While some

statements are consistently perceived as "always or almost always true" by the students,

indicating a high level of confidence and self-assurance in certain aspects, other statements

are rated as "somewhat true" or even "usually not true." This mixed pattern of responses

indicates that the students may have different levels of self-perception and conviction across

the questionnaire items. As a student researcher, it is important to recognize the diversity in

students' beliefs and attitudes reflected in these responses. Educators should consider these

varying self-perceptions when designing interventions or support systems to cater to the

individual needs and strengths of the students, promoting a more inclusive and personalized

learning environment for all.

TABLE 1.4

15
 Indicators Weighted mean Verbal Rank
Interpretation
1.4 LISTENING
1. I try to guess what somebody is saying 3.13 Somewhat true 17
by using grammatical rules. of me
2. I learn English by watching English 4.20 Usually true of 11
TV programs. me
3. I learn English by listening to English Always or
songs or other listening scripts. 4.39 almost always 7
true of me
4. I try to understand what somebody is Never or
saying by translating into English 1.68 almost never 19
language. true of me
5. I draw an image or picture of the word 3.39 Somewhat true 15
in order to remember the word. of me
6. I connect the pronunciation of the Never or
word with the Indonesian word which has 1.57 almost never 20
a similar sound. true of me
7. I concentrate on the grammar rather 3.52 Usually true of 14
than on the communication. me
8. I try to understand the idea by referring Always or
to previous Experiences I have had. 4.25 almost always 10
true of me
9. I try to guess by using a word (s) that 4.55 Always or 3
is familiar to me. almost always
true of me
10. In Listening, 1 take notes to 4.71 Always or 1
remember ideas. almost always
true of me
11. I try to understand every individual Usually true of
word to understand the passage. 4 me 12
12. I listen to what I say to practice my 4.53 Always or 4
listening skill. almost always
true of me
13. Before practicing my listening skill, I Always or
prepare a topic, pronunciation or 4.31 almost always 9
grammatical rules which give me the true of me
greatest trouble.
14. I try to remember a sentence(s) Always or
spoken face-to-face or on cassettes and 4.44 almost always 6
analyze them by myself. true of me
15. After a listening practice, 1 check and 4.34 Always or 8
recheck my understanding. almost always
true of me
16. I correct the mistakes that I produce 3.84 Usually true of 13
orally. me
17. I try to be aware of which sounds Always or
give the In this way I can pay special 4.52 almost always 5
attention to them while I listen and true of me
practice.
18. If I cannot understand what Somewhat true
somebody is saying, I ask him/her to 3.34 of me 16
slow down or say it again.
19. Listening to what somebody is saying 2.75 Somewhat true 18
improves my listening skill. of me 16
20. In a group discussion, my listening 4.56 Always or 2
skill is improved. almost always
true of me
LEGEND:

4.21- 5.00 -Always or almost always true of me

3.41- 4.20 -Usually true of me

2.61- 3.40 -Somewhat true of me

1.81- 2.60 -Usually not true of me

1.00- 1.80 -Never or almost never true of me

In this table 1.4 shows most of the first year BSED English answered on the

questionnaire, in the first question the weighted mean 3.13 with the verbal interpretation

means somewhat true of me, in the second question the weighted mean is 4.20 with the verbal

interpretation means usually true of me, in the third question the weighted mean is 4.39 with

the verbal interpretation means always or almost always true of me, in the fourth question the

weighted mean 1.68 with the verbal interpretation never or almost never true of me, in the

fifth question the weighted mean 3.39 with the verbal interpretation usually true of me, in the

sixth question the weighted mean 1.57 with the verbal interpretation never or almost never

true of me, in the seventh question the weighted mean 3.52 with the verbal interpretation

usually true of me, in the eight question the weighted mean 4.25 with the verbal interpretation

always or almost always true of me, in the ninth question the weighted mean 4.55 with the

verbal interpretation always or almost always true of me, in the tenth question the weighted

mean 4.71 with the verbal interpretation always or almost always true of me, in the eleventh

question the weighted mean 4 with the verbal interpretation usually true of me , in the twelfth

question the weighted mean 4.53 with the verbal interpretation always or almost always true

of me, in the thirteenth question the weighted mean 4.31 with the verbal interpretation always

or almost always true of me, in the fourteenth question the weighted mean 4.44 with the

verbal interpretation always or almost always true of me, in the fifteenth question the

weighted mean 4.34 with the verbal interpretation always or almost always true of me, in the

17
sixteenth question the weighted mean 3.84 with the verbal interpretation usually true of me,

in the seventeenth question the weighted mean 4.52 with the verbal interpretation always or

almost always true of me, in the eighteenth question the weighted mean 3.34 with the verbal

interpretation somewhat true of me , in the nineteenth question the weighted mean 2.75 with

the verbal interpretation somewhat true of me, in the last/twentieth question the weighted

mean 4.56 with the verbal interpretation always or almost always true of me.

The data presented in Table 1.4 based on the responses of first-year BSED English

students implies a generally positive self-perception among the students, with many

statements being rated as "always or almost always true" or "usually true of me." These

responses suggest a high level of self-confidence and self-assurance among the students in

various aspects covered by the questionnaire. However, it is important to note that some

statements received lower ratings, such as "somewhat true of me" or "never or almost never

true of me," indicating areas where students may have lower confidence or belief in

themselves. As a student researcher, it is crucial to recognize the strengths and weaknesses

reflected in these responses and consider how educators can support students in bolstering

their confidence in these particular areas. By acknowledging and addressing these varying

levels of self-perception, educators can create a more nurturing and empowering learning

environment for all students.

CHAPTER V: Conclusion and Recommendations

Conclusion:

This study aimed to identify and analyze the English language learning strategies

employed by 1st-year BSEd students at Osmeña Colleges, specifically in the areas of

speaking, writing, reading, and listening. Based on the findings of this study, it is evident

that first-year BSEd students at Osmeña Colleges employ a variety of English language

learning strategies across the four key areas: speaking, writing, reading, and listening. The

18
results show that students have a range of engagement levels with different strategies, with

some strategies being more consistently utilized than others. This diversity in strategy usage

indicates that students are actively experimenting with different approaches to enhance their

English proficiency.

The analysis of the weighted means reveals that students generally find certain

strategies more effective and applicable in their learning process. For example, strategies

related to speaking and listening often received higher weighted means, indicating a strong

preference for interactive and auditory learning methods. On the other hand, some writing

and reading strategies were less frequently used, suggesting that these areas might require

more targeted support and encouragement from educators.

One significant insight from the study is the role of individual differences in language

learning strategies. The data shows that gender can influence the choice and effectiveness of

certain strategies. This finding underscores the importance of personalized learning

approaches that take into account the unique needs and preferences of each student. By

understanding these individual differences, educators can better support their students in

developing effective language learning habits.

Furthermore, the study highlights the need for a balanced approach to language

learning strategies. While some students might excel in using certain strategies, it is

important to encourage them to diversify their approaches to avoid over-reliance on a single

method. A well-rounded strategy portfolio can enhance overall language proficiency and

ensure that students are well-equipped to handle various language tasks.

In conclusion, the study confirms the significant impact of language learning

strategies on the academic achievement of English major students. The findings emphasize

19
the needs for higher education institutions to foster an environment that promotes the

awareness and application of effective learning strategies. By doing so, students can become

more independent and successful learners, capable of achieving their long-term language

goals.

Recommendation:

The results of this study recommend Osmeña Colleges to enhance their support for

first-year BSEd students by incorporating more targeted and diverse language learning

strategies into their curriculum. Teachers should be trained to recognize and address the

varying preferences and strengths of their students, particularly in the areas of speaking and

listening, which have shown higher engagement levels. Implementing interactive and

auditory-based activities can further boost students' proficiency in these areas, fostering a

more dynamic and effective learning environment.

Additionally, there should be a stronger emphasis on encouraging students to utilize a

wider range of strategies for writing and reading. Workshops, seminars, and additional

resources focused on these skills can help students develop a more balanced approach to

language learning. By providing opportunities for students to practice and refine their writing

and reading strategies, educators can ensure that students are equally competent in all aspects

of English proficiency, ultimately leading to better academic outcomes.

Finally, it is crucial to consider the individual differences among students, including

the influence of gender on learning strategy preferences. Personalized learning plans that

cater to the unique needs of each student can significantly enhance their language acquisition

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process. Educators should conduct regular assessments to understand the specific needs and

preferences of their students, adapting their teaching methods accordingly. By fostering a

personalized and inclusive learning environment, Osmeña Colleges can help students become

more confident and independent learners, capable of achieving their long-term language

goals.

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 Moradkhan, D., & Mirtaheri, S. (2011). The effects of explicit teaching of learning
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