PINOY TELLS: THE TYPOLOGY OF ENGLISH LANGUAGE LEARNING STRATEGIES

Authors

DOI:

https://doi.org/10.20535/2410-8286.309352

Keywords:

language learning strategies, cross-sectional exploratory sequential design, undergraduate university learners, inventory of English language learning strategies

Abstract

Despite numerous studies about language learning strategies (LLSs), many learners still misunderstand their effectiveness, thinking they require too much effort for minimal gain. Additionally, students have varied and conflicting preferences for LLSs, and factors like cultural background influence their choices, indicating a need for more research on how these elements affect learning behaviors. It is, therefore, essential to address students' perceptions and use of LLSs to ensure effective language learning. This study developed an inventory of English language learning strategies for Filipino college and university students. Using a cross-sectional exploratory sequential design, the researchers collected qualitative data from 544 Filipino university students to understand their language learning experiences and preferences, afterward developing the Typology of English Language Learning Strategies (TELLS) questionnaire through a validated thematic analysis consisting of three key components: intellective (acquiring and meaning-making), affective (information processing and acclimating), and productive (technological utilization, filtering, practicing, and validating). In the quantitative phase, 502 Filipino undergraduate respondents identified the most frequently used strategies. The results revealed that these learners commonly employed most components within the typology, except for the Practicing Productive Component. This research significantly contributes to the understanding of English language learning strategies among Filipino students. It provides a valuable resource for educators, curriculum designers, and language learning practitioners by developing an empirically validated typology tailored to students' needs and preferences. The findings also suggest avenues for future research, such as examining the relationship between TELLS components and language proficiency outcomes or exploring the implementation of TELLS in language learning.

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Author Biographies

Joseph Quinto, Benguet State University

Joseph B. Quinto is a learner, educator, researcher, trainer, public speaker, emcee, and many things in between. He holds a bachelor's degree in secondary education majoring in English, a license in teaching, a diploma and a master's certification in TESOL, and a certification as an NLP practitioner. He obtained his MA in ESL (Magna Cum Laude) and Ph.D. in Language Education (Magna Cum Laude). Currently, he is a Ph.D. candidate in Development Education.

Manilyn Cacanindin, Don Mariano Marcos Memorial State University

Manilyn Ranges-Cacanindin is a licensed English teacher and the OIC Chairperson for the BA English Language Program at a state university in the Philippines. She is also a member of the Commission on Higher Education (CHED) Region 1 Regional Quality Assessment Team (RQAT) in the Philippines. She completed her bachelor's and master's degrees in English and received the title of "Magna Cum Laude" for her Ph.D. in Language Education.

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Published

2024-12-30

How to Cite

Quinto, J., & Cacanindin, M. (2024). PINOY TELLS: THE TYPOLOGY OF ENGLISH LANGUAGE LEARNING STRATEGIES. Advanced Education, 12(25), 106–124. https://doi.org/10.20535/2410-8286.309352

Issue

2024: Issue 25

Section

ARTICLES

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Copyright (c) 2024 Dr. Manilyn R. Cacanindin, Dr. Joseph B. Quinto. The cover for this article was designed with canva.com

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