Language Learning Strategies and Language Awareness of Students: A Mixed- methods Study

Abstract

This study is intended to determine the status of language learning strategies and language awareness and to assess the significant relationship between the two among the first-year non-board students from the Business, Public, and Office Administration programs at Kapalong College of Agriculture, Sciences and Technology (KCAST). There were 315 students who were randomly selected for the quantitative, and 14 for the qualitative: seven (7) for in-depth interview and seven (7) for focus group discussion which were purposively selected. This study utilized a mixed-methods research design, specifically employing a convergent parallel approach. Based on the result of the study, it was determined that the level of language learning strategies and language awareness of non-board students are both high. Additionally, the qualitative phase of the study uncovered the experiences of students which includes the themes: facing language learning setbacks through support and repetition, effective practices in language learning and acquisition, and language learning motivation and strategy, and in the insights of non-board students regarding their language learning strategies and language awareness includes the themes: strengthening language skills through practice and engagement, enhancing language learning through support and engagement, advancing language learning through immersion and policy. The results from the qualitative and quantitative converged when they are being corroborated. Based on the findings, it implies that integrating strategy-based instruction and awareness-enhancing activities within academic programs could further improve language competencies. Furthermore, fostering reflective practices and strategic diversity among learners can enhance overall language learning experiences and outcomes