Abstract
The researcher investigated the relationship between language-learning strategies and writing performance of Grade 12 Humanities and Social Science learners. Seventy-nine (79) learners from Nagpayong High School served as the respondents of this study that utilized descriptive-correlation design. The adopted research instruments were Oxford’s Strategy Inventory for Language Learners and the CUNY Assessment Test in Writing. To ensure the accuracy and facilitation of data analysis, percentage and arithmetic mean, and Spearman rho correlation were utilized through the help of SPSS (Statistical Product and Service Solution) software.It was found out that the majority of the Grade 12 Humanities and Social Sciences Strand learners utilized a variety of language-learning strategies, especially metacognitive and social strategies. Despite some errors in writing mechanics, the results of their writing assessment were still within the competent category.It was concluded that among all the strategies, cognitive and compensation strategies were found to be related to the respondents’ writing performance.Among the recommendations were the following: (a) students’ practicing memory strategies in language learning; (b) teachers’ consideration of multisensory activities to strengthen recall of lesson; (c) curriculum developers’ creating worksheets and activities for implicit and explicit learning---most especially in writing mechanics; and (d) teachers’ promoting awareness of the use of the language strategies, especially compensation.
