The Relationship Between Language Learning Strategies and English Learning Behaviors and Teaching Management Efficiency and Learning Success of Students of The English Department, Faculty of Humanities and Social Sciences, Buriram Rajabhat University

Abstract

This research aims to 1) Examine the relationship between language learning strategies and instructional performance among English major students in the Faculty of Humanities and Social Sciences at Buriram Rajabhat University; 2) Investigate the relationship between language learning strategies and academic success among English major students in the Faculty of Humanities and Social Sciences at Buriram Rajabhat University; 3) Explore the relationship between English learning behaviors and instructional performance among English major students in the Faculty of Humanities and Social Sciences at Buriram Rajabhat University; and 4) Study the relationship between English learning behaviors and academic success among English major students in the Faculty of Humanities and Social Sciences at Buriram Rajabhat University. The data were collected from a sample of 178 English major students using simple random sampling. The research instrument was a questionnaire with a content validity index (CVI) ranging from 0.88 to 1.00. The data were analyzed using multiple correlation and multiple regression analysis. The findings revealed that 1) Language learning strategies in terms of memory strategies, compensation strategies, and achievement-oriented strategies were positively correlated with teaching management efficiency at the 0.05 significance level. 2) Language learning strategies in terms of compensation strategies, and achievement-oriented strategies were positively correlated with learning success at the 0.05 significance level. 3) English learning behavior in terms of the use of techniques and learning tools was positively correlated with teaching management efficiency at the 0.05 significance level, and 4) English learning behaviors in terms of achievement motivation, time management for learning, reviewing and preparation for learning, and the use of techniques and learning tools were positively correlated with learning success at the 0.05 significance level.