Language Learning Strategies: The Case of Foreign Multilinguals in a Philippine Secondary School

Studies focused on learner-related factors have grown greatly through the years. However, local research directed on foreign language learners and their language learning styles have remained scarce. It is with this reason that this study was conducted. Using Rebecca Oxford's study on language learning styles and strategies (2003) as framework, the paper aims to identify the most and least frequently used language learning strategies by multilingual students of Colegio San Agustin- Makati, together with the correlation this has on their English language proficiency scores. The findings of this study were aimed at helping educators identify the learning styles that students prefer and those they don't in order to assist them in designing classroom strategies that correspond to students' manner of learning. Results of the rank order of frequency reveal that the most frequently used strategic category is metacognitive, followed by cognitive, social, compensation, memory, and affective. It has also been found out that there exists a statistically significant relationship between language learning strategies and English language proficiency. Therefore, it may be sound to say that learners with more variety of language learning strategies may have higher language proficiency.



Author Information
Holden Kenneth Alcazaren, De La Salle University, Philippines
Emerald Rafanan, De La Salle University, Philippines

Paper Information
Conference: ACLL2016
Stream: Individual differences

This paper is part of the ACLL2016 Conference Proceedings (View)
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