Exploring the Relationship Between Language Learning Strategies, Academic Achievement, Grade Level, and Gender

Learning efficacy can be substantially improved through the frequent use of learning strategies, whose practicality has been confirmed extensive research. Thus, purpose current study is to contribute this wealth research by determining whether strategies are significant predictors students’ achievement in English as a foreign language (EFL) well exploring strategy awareness and variations gender, grade level, overall point average (GPA) among 206 high school students. The results indicated that cognitive positive predictors, while memory affective negative learning. Moreover, findings revealed impact GPA an insignificant gender level on subtypes, with most frequently used being metacognitive least strategies. Furthermore, highlights importance incorporating strategies-based instruction methods into curriculums Bosnian context also aims raise teachers’ their application classroom milieu.