Self-Efficacy and Language Learning Strategies in Relation to English Language Proficiency of Senior High School Students, University of Bohol
DOI:
https://doi.org/10.15631/ubmrj.v15i1.263Keywords:
academic self-efficacy, language learning strategies, English proficiency, educational interventions, PISA, Filipino students, senior high school, University of BoholAbstract
This study investigates the interplay between academic self-efficacy, language learning strategies, and English proficiency among senior high school students in the Philippines, framed by the findings of the 2022 Programme for International Student Assessment (PISA). Despite various educational reforms, Filipino students continue to perform below global averages in key academic areas, underlining persistent educational challenges. The research focuses on the University of Bohol's senior high school students, examining how their self-efficacy and language learning strategies correlate with their English language skills. The study employs a descriptive quantitative-correlational design, utilizing both self-made and modified questionnaires to assess these attributes among 252 participants. Results suggest a significant relationship between students' confidence in their academic abilities and their English proficiency, which is vital for their future academic and professional endeavors. The findings are expected to inform targeted educational interventions aimed at enhancing language skills and overall student outcomes in a global educational context.
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Copyright (c) 2026 Karen G. Estareja
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
This work is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0). Users may share, copy, distribute, and adapt the material for any purpose, provided appropriate credit is given to the author(s) and the University of Bohol Multidisciplinary Research Journal (UBMRJ).
