Abstract
The study determined the language learning strategies of grade 3 students when the data are grouped according to gender and educational program. Research has repeatedly demonstrated that using these strategies can improve students' learning outcomes in the classroom and their long-term language ability once they graduate (Soliman & Gorospe, 2024). Since there was not enough research about language learning strategies in elementary level, the researchers found the urge to pursue this study. The results revealed that majority of the grade 3 students from the gifted and talented curriculum program utilize the affective strategies in language learning, while students from the standard curriculum program utilize cognitive strategies in language learning. In addition, there is a significant difference in the respondents’ language learning strategies in terms of gender in gifted and talented program. This means that gender affects the choice of language learning strategies which was identified through a T-test. The data also revealed that the students in the gifted and talented program used strategies more often, that could help them in language learning compared to the students in standard curriculum program. The findings suggest that, teachers and other stakeholders would be able to help learners in discovering and developing their learning strategies particularly in language acquisition. Future researchers can also do more research about other learning strategies such as meta cognitive, memory, compensation and social strategies that would help educators in the utilization of teaching techniques and strategies in aiding student learning.
