Learning Strategies and Academic Achievement in English Among Undergraduate Students at a Peruvian College of Education

Abstract

Objective: To determine the relationship between learning strategies and English learning achievements among students from the Academic Professional School of Language and English-Italian Communication at the Faculty of Education, Universidad Nacional José Faustino Sánchez Carrión (UNJFSC), Peru. Materials and Methods: A quantitative, non-experimental, cross-sectional, correlational design was applied. The census sample comprised 135 students from the first to sixth semester of the Academic Professional School of Language and English-Italian Communication. Learning strategies were measured using the questionnaire validated by Bocanegra et al. (2015) —covering direct and indirect dimensions— and English learning achievements were obtained from the official institutional evaluation records. Statistical analysis was performed using SPSS v. 24. Results: A total of 51.1% of students showed a medium level of learning strategy use, 32.6% a low level, and 16.3% a high level. Regarding English learning achievements, 53.3% reached a medium level, 31.9% a low level, and 14.8% a high level. Pearson's correlation between both variables was r(133) = .745, p < .001. Conclusions: Learning strategies maintain a positive and significantly high relationship with English learning achievements, underscoring the need to incorporate them systematically into higher education pedagogical planning.