Language Learning Strategies and Communicative Competence of Colombian Learners of English as a Foreign Language
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| Title: | Language Learning Strategies and Communicative Competence of Colombian Learners of English as a Foreign Language |
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| Language: | English |
| Authors: | José Miguel Marenco Domínguez (ORCID |
| Source: | Journal of Education and Learning (EduLearn). 2025 19(2):872-879. |
| Availability: | Institute of Advanced Engineering and Science. C5 Plumbon, Banguntapan, Yogyakarta, 55198, Indonesia. e-mail: edulearn@uad.ac.id; Web site: http://edulearn.intelektual.org/index.php/EduLearn/ |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Grade 11 High Schools Secondary Education |
| Descriptors: | Second Language Learning, Second Language Instruction, Language Proficiency, Grade 11, High School Students, Communicative Competence (Languages), Foreign Countries, Correlation, Learning Strategies, Student Attitudes, Metacognition, English (Second Language), Teaching Methods |
| Geographic Terms: | Colombia |
| ISSN: | 2089-9823 2302-9277 |
| Abstract: | Even when proficiency in foreign languages has emerged as a critical skill to foster academic, professional, and personal growth, there remains a notable gap in the literature regarding the relation between language learning strategies (LLS) and communicative competence in English among Colombian high school students. This investigation used an explanatory correlational design to explore the connections between LLS and the communicative competence of 123 eleventh graders within the Colombian context. Data collected employing an inventory and the results of the English section of a standardized test in Colombia were subjected to analysis. The findings suggest that students favor social strategies, whereas affective strategies are used to a lesser extent. Additionally, there is a moderate positive correlation between the overall use of LLS and learners' communicative competence in English. Particularly, cognitive and metacognitive strategies emerged as the strategies that contribute most significantly to students' language proficiency. Conversely, memory and affective strategies were found to have the weakest correlation with learners' language learning success. This study accentuates the importance of strategies-based instruction to boost language proficiency and outlines recommendations for future research. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1464206 |
| Database: | ERIC |
| Abstract: | Even when proficiency in foreign languages has emerged as a critical skill to foster academic, professional, and personal growth, there remains a notable gap in the literature regarding the relation between language learning strategies (LLS) and communicative competence in English among Colombian high school students. This investigation used an explanatory correlational design to explore the connections between LLS and the communicative competence of 123 eleventh graders within the Colombian context. Data collected employing an inventory and the results of the English section of a standardized test in Colombia were subjected to analysis. The findings suggest that students favor social strategies, whereas affective strategies are used to a lesser extent. Additionally, there is a moderate positive correlation between the overall use of LLS and learners' communicative competence in English. Particularly, cognitive and metacognitive strategies emerged as the strategies that contribute most significantly to students' language proficiency. Conversely, memory and affective strategies were found to have the weakest correlation with learners' language learning success. This study accentuates the importance of strategies-based instruction to boost language proficiency and outlines recommendations for future research. |
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| ISSN: | 2089-9823 2302-9277 |
