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EXAMINING THE INTERPLAY OF LANGUAGE LEARNING STRATEGIES, GRAMMATICAL COMPETENCE, AND WRITING PERFORMANCE IN EFL HIGHER EDUCATION
Abstract
This study investigated the relationships among language learning strategies, grammar mastery, and writing achievement among undergraduate students in an English Education program. Employing a correlational design, the study involved 149 students selected through purposive sampling. Data were collected using a questionnaire and a writing test, and analysed through Pearson product-moment correlation and regression analysis. The findings revealed that language learning strategies had no significant relationship with students’ writing achievement. In contrast, grammar mastery showed a significant positive relationship and contributed meaningfully to writing performance. Furthermore, when examined simultaneously, language learning strategies and grammar mastery jointly influenced writing achievement; however, only grammar mastery emerged as a significant predictor. These findings suggest that while language learning strategies alone may not directly impact writing outcomes, grammatical competence plays a more substantial role in supporting students’ writing achievement in an EFL context.
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DOI: https://doi.org/10.32502/ecj.v10i1.10999
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