The Relationship and Attributive Impact of Self-Regulation, Language Learning Strategies, and Second Language Anxiety to Second Language Learning of Grade 11 Students Inputs to Recommended Strategies for Second Language Teaching

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Angelie Lyn Cordero
Bayani Santos Jr.


Second language (L2) learning is a complex process for language learners, which is evident in the language performance of Filipino learners who are performing poorly in writing and reading in English. Based on several studies with findings that corroborate the influence of self-regulation, Language Learning Strategies (LSS), and L2/ESL anxiety on L2 learning, the present descriptive-correlational study aimed to determine the relationship and attributive impact of self-regulation, LLS, and L2/ESL anxiety on L2 learning in a defined Philippine university. The data were collected from 447 Grade 11 participants using questionnaires. The collected data were analyzed using mean, Pearson’s correlation coefficient, and multiple regression analysis. The findings revealed that self-regulation has a weak positive significant correlation with L2 learning, while LLS and L2/ESL anxiety have no significant relationship with L2 learning. As for the attributive impact, the findings suggested that self-regulation is directly proportional to L2 learning, and LLS are indirectly proportional to L2 learning. As for L2/ESL anxiety, it has no significant impact on L2 learning. The findings became the basis of the recommended strategies for second language teachers.


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