Language Learning Strategies, Styles and Academic Achievement in English of Elementary Learners: Basis for Reading Program Intervention

Abstract

This study was conducted to determine the learning styles and language learning strategies used by elementary learners and how these two factors are related to their academic achievement in English. It was conducted in the north cluster of elementary schools of the Schools Division of Santiago City in the School Year 2023-2024. The respondents were the 325 learners of Grades 4 to 6 selected using a 95% degree of confidence and 5% allowable error and distributed to schools chosen using a proportionate allocation formula. It used the descriptive-correlational research design wherein data were gathered through the adapted survey questionnaires of 2019 VARK Learning Styles and the Language Strategy Use Survey from Cohen et al. (2019), validated by the panel of experts. Data were analyzed using descriptive statistics, t-test, and Kendall’s tau-b correlation. Results showed that elementary learners were acquiring language learning strategies; they preferred kinesthetic, read/write, and auditory learning styles. There was no significant difference between male and female pupils in their language learning strategies and learning styles. Learning styles had no bearing on the use of language learning strategies; however, language learning strategies made profound contributions to academic achievement. This study concluded that learning styles and language learning strategies can help learners succeed academically. Hence, it is highly recommended that the proposed reading intervention program be used by teachers implementing catch-up Fridays, with consideration of the learning styles and language learning strategies of learners. Future studies will be undertaken with the results of this study as a reference.