English Learning Strategies and Proficiency Level: Grade 11 Students’ Perspective in the Post-Pandemic Era

Abstract

Abstract — This mixed method research study sought to assess the English learning strategies vis-à-vis proficiency level of Grade 11 students of a public high school for S.Y. 2023-2024. This research made use of a survey questionnaire and interview guide in a form of open-ended questions in gathering the necessary data. There were 21 respondents who participated in the 1st part of the data gathering and 10 were selected to participate in the interview session for the 2nd part. Statistical tools for data analysis included weighted mean, percentage distribution, and frequency count. Results revealed that most respondents were on their appropriate age to be admitted in the grade level in accordance to the K-12 program and majority were females. In terms of English learning strategies, it was found out that respondents had an acceptable result to both cognitive and metacognitive and when taken as a whole garnering a weighted mean verbally interpreted as agree. Meanwhile, students’ level of English proficiency in terms of Synonyms, Antonyms, Single-Word Analogy, Double-Word Analogy, Identifying Errors, Correct Usage, and Reading Comprehension and when taken as a whole obtained a mean score verbally interpreted as did not meet expectation. The findings highlighted the dynamic and evolving nature of language acquisition, where strategies employed by learners play a crucial role in shaping their journey towards linguistic mastery. Thus, it is recommended that teachers must look on the other factors regardless of being internal or external that may influence students’ capacity in learning English.