03153nam a22001577a 4500003000400000005001700004008004100021040000900062100002600071245017900097260005600276300005400332500249500386500005902881504005502940OSt20250321091823.0250321b        |||||||| |||| 00| 0 eng d  cNVSU  aAfan, Rodel Dela Cruz  aLanguage learning strategies english proficiency of college students and development of a computer-aided instruction model and english proficiency test/cRodel Dela Cruz Afan  a Bayombong:bNueva Vizcaya State University,c2021.  axi, 141 leaves :billustrations ;c28 cm. +e1 cd  aThe study was conducted to determine the predictors of Language Learning Strategies (LLS) and English proficiency, as well as the relationship that exist between the two among the 314 students of Quirino State University. It also aimed to develop a Computer-Aided Instruction model and craft an English Proficiency Test (EPT) for second language learners.

This study used the descriptive-inferential research design. Descriptive statistics was used to give account on the profile and the overall proficiency level of the student-respondents. The backward step-wise Multiple Regression Analysis was used to determine the predictors of Language Learning Strategies and English Proficiency and Pearson's correlation was used to look into the relationship that exist between them.

Findings reveal that respondents have a Low English proficiency level. It also reveals that majority of the respondents described the six Language Learning Strategies as Usually True of them and Metacognitive strategy is the most used strategy. Respondents think of the relationships between what they already know and the new things they learn in English is the dominant Memory Strategy. Watching English language TV shows or go to movies spoken in English to aid them learn the English language is the main Cognitive strategy used. Along compensatory domain, if they can't think of an English word, they use a word or phrase that means the same thing. Metacognitive strategy, they plan, monitor, evaluate and regulate their language learning process. While for Affective domain, respondents encourage themselves to speak in English even when they are afraid of making a mistake. In Affective strategy, if they do not understand something in English, they ask the other person to slow down or to say it again.

Sex, Ethnicity and Parents Educational Attainment were the predictors of Language Learning Strategies while none of the predictor variables can predict the English proficiency. The English proficiency is not significantly associated with the adoption level of LLS. The result of the study can be an eye opener to school administrators and educators in validating and reinforcing the level of Language Learning Strategies and English Proficiency of the students. This can also serve as potent factor in introducing meaningful activities that will gradually increase their performance in English.

Keywords. Computer-Aided Instruction, English Proficiency. Language Learning Strategies, Metacognitive
  aThesis (Doctor of Philosophy - Multilingual Education)  aIncludes appendix and bibliographical references.