Abstract: Learning strategies have been the center of attention and have gained great importance in the teaching-learning environment. These are specific actions taken by learners to make learning easier, faster, more enjoyable, more self-directed, more effective, and more transferable in new situations. With the conviction that learner strategies are the key to learner autonomy, language teachings most important aspiration should be the facilitation of that key.
This study aimed to determine the language learning strategies of students at Ifugao State University (IFSU), the only Higher Education Institution (HEI) in the province of Ifugao. In addition, it will guide language instructors in their language teaching.
Rebecca Oxford’s Strategy Inventory on Language Learning (SILL) was used as a primary instrument to gather data. Respondents were 290 freshman students from three colleges of IFSU. Slovin’s formula and stratified sampling were used to identify number of male and female respondents. Data were analyzed using descriptive statistics, multivariate analyzes of variances (MANOVAs) and independent samples t-tests.
Results revealed that IFSU tertiary freshman students use language learning strategies (LLS) at a medium level. Age and ethno-linguistic affiliation have no significance in the use of LLS; but gender, course and college affiliation affected the use of LLS in the classroom.
Keywords: Language Learning strategies (LLS), language teaching, learner autonomy, SILL, tertiary.
Title: Tertiary English Learners’ Language Learning Strategies: A Key to Learner Autonomy
Author: Jeng jeng M. Bolintao
International Journal of Social Science and Humanities Research
ISSN 2348-3156 (Print), ISSN 2348-3164 (online)
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