The Use of Cognitive Language Learning Strategies and Learning Styles: Basis for an Intervention

This study aimed to determine the significant difference in the cognitive language learning strategies of 130 public secondary Grade 10 learners at Lagawe District, Ifugao, for the school year 2023-2024 when grouped according to their demographic profile, and the significant difference in their cognitive language learning and learning styles. It also sought to craft an intervention material to address the least mastered competency - Use of information from news reports, speeches, informative talks, panel discussions, etc. in everyday conversations and exchanges (EN10LC-Ia 11.1). The study employed a quantitative design and total enumeration sampling. Data was gathered using a survey questionnaire. Frequency and Percentage were utilized to describe the profile of the respondents. Mean and Standard Deviation were used to describe the dominant cognitive language learning strategies and learning styles of the respondents. A paired sample t-test was used to determine whether there was a significant difference in learners' cognitive language learning strategies when grouped according to their demographic profile. Analysis of variance (ANOVA) was employed to determine whether there was a significant difference between the respondents' cognitive language learning strategies and their learning styles. Findings revealed that most respondents were male, and 82.3% studied English for one hour a day. The learners somewhat used cognitive language learning strategies to learn the English language. Group and auditory learning styles were most common among the learners. There was no significant difference in the learners' cognitive language learning strategies when grouped by sex, except for the amount of time spent studying the English subject each day. Similarly, no significant difference was found between cognitive language learning strategies and learning styles. The top three activities identified by the learners to be included in the intervention material were: group activities, translating difficult words into Filipino, and using ICT-based instructional materials such as PowerPoint presentations.