Abstract
Cognitive, affective, and social factors shape language learning. However, few Philippine studies have explored how students’ beliefs and strategy use jointly influence SLA, highlighting the need for instructional approaches tailored to their diverse linguistic backgrounds. This study examined the influence of beliefs and strategies in language learning on second language acquisition among Grade 11 students in selected public schools in Mati City, Davao Oriental. It determined the levels of beliefs, strategies, and acquisition; examined their relationships; and identified their predictive influences on language learning outcomes. The study employed a quantitative, descriptive-correlational design and used three adapted survey instruments to measure beliefs, strategies, and second-language acquisition. A total of 293 students were selected through a stratified random sampling method. The findings revealed high levels of beliefs about language learning (M = 3.53), strategy use (M = 3.61), and second language acquisition (M = 3.51). Further, significant positive correlations were found among the variables, with beliefs and strategies both predicting second language acquisition, and strategies showing a more potent effect. The study concluded that positive beliefs and effective strategy use enhanced students’ English language acquisition. Based on these findings, educators should foster positive beliefs and teach effective language-learning strategies within communicative, immersive classroom environments to enhance SLA.
