Language Learning Strategies And Academic Performance Among Senior High School Students At Maimbung Technical Vocatonal High School
DOI:
https://doi.org/10.62596/1bwrwh29Keywords:
Language, Learning strategies, Academic performance, Senior High School Students, Technical-Vocational EducationAbstract
Language learning strategies are significant predictors of academic performance, especially in English, among senior high school students in technical-vocational institutions. This study examined the extent to which six categories of language learning strategies—memory, cognitive, compensation, metacognitive, affective, and social—contribute to students’ academic achievement in English at Maimbung Technical Vocational High School. Using a descriptive-correlational design and survey data from 100 randomly selected students, the findings revealed a moderate positive correlation between strategic language use and English GPA, with metacognitive, cognitive, and social strategies showing the strongest associations. These results affirm that purposeful and varied strategy use enhances both comprehension and performance, reinforcing the value of integrating strategy-based instruction into the curriculum. The study provides practical implications for educational interventions that align teaching practices with students’ strategic preferences to optimize learning outcomes in technical-vocational settings.
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