Cognitive and Compensation Language Learning Strategies as Predictors of Academic Performance of the ESL Learners at graduation level

Abstract

An exploration of the ways in which such motivations of learners are mediated in English for Academic purposes classrooms at tertiary level is important to explain differences in academic achievement between ESL learners at the undergraduate university level. Although language-learning strategies have been extensively researched, empirical data concerning the predictive validity of individual-strategy type categories in tertiary educational settings are still scarce. The current study explores the association between cognitive language learning strategy and compensation language learning strategy, and English achievement of undergraduate students as well. Quantitative, cross-sectional correlational design was used and data were from 87 undergraduate ESL learners through an adapted version of the Strategy Inventory for Language Learning, with academic achievement being reflected by their institutional English subject marks. Associations and predictive patterns were analyzed using Pearson correlation/ regression analyses. Results suggest that practising-related cognitive strategies, and intelligent guess as a compensatory strategy are significantly positively related to academic performance, not other STRATEGY components. Demographic factors have only marginal explanatory power as compared with strategic language use. The results indicate selective and context-dependent nature of language learning strategies, and the efficacy of targeted strategic involvement in contributing to academic performance on English. The findings provide context-specific insight to LLS (Language Learning Strategy) research and have implications for strategy-conscious pedagogy in undergraduate ESL.