• Dr. Zeleke Arficho Ayele

  Author

This research was meant to examine the correlation between English language
majoring students’ use of the English language learning strategies and their academic
achievement; it is a correlational study. To this end, sixty-one English language majoring
students enrolled from 2012/13 to 2014/15 at Hawassa University were made to fill in a fivepoint
scale questionnaire intended to obtain data on their use of each of the six groups of the
language learning strategies (memory, cognitive, compensation, metacognitive, affective and
social), and their CGPA (Cumulative Grade Average Point) was obtained from the university’s
Registrar and Alumni Affairs Directorate. The correlations were examined through Pearson
product-moment correlation coefficient (r). To determine the strength of a correlation, the cut-off
points suggested by Cohen were applied. Moreover, coefficient of determination was computed
to see the extent to which the students’ use of the learning strategies predicts their CGPA.
Pearson r demonstrated that there is a strong positive correlation between the English language
majoring students’ use of each of the six groups of the English language learning strategies and
their academic achievement (r-values > .949, p-value = .000). The coefficient of determination
also revealed that the students’ use of the learning strategies predicts their academic
achievement by > 90.0601%. Based on the findings, recommendations have been made.

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