Online Learning Strategies and Speaking Performance in English of Senior High School Students
DOI:
https://doi.org/10.54536/jir.v2i3.3356Keywords:
Cognitive Strategies, Grammar, Online Learning Strategies, Speaking PerformanceAbstract
This study sought to find the relationship between the two variables and decide which domain of online learning strategies significantly influences the students’ speaking performance in English. This study employed a descriptive-correlational method. There were 100 senior high school students involved in this study. The research instruments used were an adapted survey questionnaire and a speech task. The results showed a high mean score for the online learning strategies of students, and the students’ speaking performance was described as good. The relationship between the two variables was insignificant, and only metacognitive strategies positively influenced the students’ speaking performance. The students must learn how to use online learning strategies appropriately to overcome challenges in the online learning environment since online learning strategies might not be typical for students when delivering speaking performance tasks. Thus, teachers may teach students how to employ online learning strategies to help them improve their online learning.
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