From Strategies to Success: Examining Strategy Inventory for Language Learning (SILL) and Expectancy-Value as Predictors of Academic Performance in English at San Francisco National High School
DOI:
https://doi.org/10.65339/ijsair.V2.I1.69Keywords:
Academic performance in English; Expectancy- Value; Language learning strategies; Regression analysis; Strategy Inventory for Language Learning (SILL); Task valueAbstract
This study examined whether students’ Strategy Inventory for Language Learning (SILL) use and expectancy-value beliefs significantly relate to and predict academic performance in English among learners in San Francisco National High School. Anchored on a language learning strategy taxonomy operationalized through SILL and an expectancy–value motivation framework, the study employed descriptive-correlational and descriptive-predictive research designs. Using simple random sampling, 120 students (30 each from Grades 7–10) were selected from a population of 198 during the third grading period of Academic Year 2025–2026. Data were collected using SILL version 5.1 and an Expectancy-Value Theory questionnaire, and were analyzed through descriptive statistics, Pearson product–moment correlation, and regression analysis. Results showed generally medium use of language learning strategies across SILL categories and an average English academic performance (M = 85.29, SD = 5.455). Overall SILL was significantly and positively related to English performance (r = 0.234, p = 0.010), while overall expectancy-value was not significant (r = −0.088, p = 0.338). Task value (r = 0.214, p = 0.019) and mastery approach goal (r = 0.187, p = 0.041) were positively related to performance, whereas work avoidance (r = −0.229, p = 0.012) and procrastination (r = −0.208, p = 0.022) were negatively related. In predictive models, memory (β = −0.305, p = 0.038) and social strategies (β = −0.226, p = 0.044) emerged as significant negative predictors, while task value was the only significant positive predictor (β = 0.193, p = 0.049). The findings support strategy training and motivation-support approaches emphasizing task value and self-regulation. The study aligns with SDG 4 (Quality Education) and is relevant to SDG 8 (Decent Work and Economic Growth) through its focus on strengthening English learning outcomes and future readiness. Its sustainability impact is reflected in evidence that can guide school-based, learner-centered interventions to improve and sustain English achievement over time.
References
Alhaisoni, E. (2012). Language learning strategy use of Saudi EFL students in an intensive English learning context. Asian Social Science, 8(13), 115–127. https://doi.org/10.5539/ass.v8n13p115
Alipio, M. (2020). Predicting academic performance of college freshmen in the Philippines using psychological variables and expectancy-value beliefs to outcomes-based education: A path analysis. [Manuscript]. https://www.researchgate.net/publication/340666890
Aljuaid, H. T. K. (2015). Language learning strategies used by a group of Saudi Arabian EFL learners (PhD thesis, Griffith University). https://doi.org/10.25904/1912/2905
Andersen, L., & Ward, T. J. (2014). Expectancy-value models for the STEM persistence plans of ninth-grade, high-ability students: A comparison between Black, Hispanic, and White students. Science Education, 98(2), 216–242. https://doi.org/10.1002/sce.21092
Bernat, E., & Lloyd, R. (2007). Exploring the gender effect in EFL learners’ beliefs about language learning. Australian Journal of Educational & Developmental Psychology, 7, 79–91.
Casanova, J. R., Almeida, L. S., Peixoto, F., Ribeiro, R.-B., & Marôco, J. (2019). Academic Expectations Questionnaire: A proposal for a short version. SAGE Open, 9(1). https://doi.org/10.1177/2158244018824496
Chamot, A. U., & Keatley, C. (2003). Learning strategies of adolescent low literacy Hispanic ESL students. Paper presented at the American Educational Research Association Annual Meeting, Chicago, IL, United States.
Chen, J., & Sheu, S. (2005). Applying the expectancy-value theory to foreign language learning motivation: A case study on Taiwanese college students. Journal of National Taipei Teachers College, 18(1), 201–218. https://www.academic.ntue.edu.tw/ezfiles/7/1007/img/41/18-1-8.pdf
Cohen, A. D. (2011). Strategies in learning and using a second language (2nd ed.). Routledge.
Cohen, A. D., & Griffiths, C. (2015). Revisiting LLS research 40 years later. [Source details not provided.]
Cooper, K. M., Ashley, M., & Brownell, S. E. (2017). Using expectancy value theory as a framework to reduce student resistance to active learning: A proof of concept. Journal of Microbiology & Biology Education, 18(2). https://doi.org/10.1128/jmbe.v18i2.1289
Danko, M., & Dečman, M. (2019). The strategy inventory for second language learning: Tested, adapted, and validated in the Slovenian higher education context. ESP Today, 7(2), 207–230. https://doi.org/10.18485/esptoday.2019.7.2.5
DeKeyser, R. M. (2013). Age effects in second language learning: Stepping stones toward better understanding. Language Learning, 63(S1), 52–67. https://doi.org/10.1111/j.1467-9922.2012.00737.x
Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum Associates.
Eccles, J. S. (2009). Who am I and what am I going to do with my life? Personal and collective identities as motivators of action. Educational Psychologist, 44(2), 78–89. https://doi.org/10.1080/00461520902832368
Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109–132.
Flake, J. K., Barron, K. E., Hulleman, C., McCoach, D. B., & Welsh, M. E. (2015). Measuring cost: The forgotten component of expectancy-value theory. Contemporary Educational Psychology, 41, 232–244. https://doi.org/10.1016/j.cedpsych.2015.03.002
Griffiths, C. (2003). Patterns of language learning strategy use. System, 31(3), 367–383. https://doi.org/10.1016/S0346-251X(03)00048-4
Griffiths, C. (2007). Language learning strategies: Students’ and teachers’ perceptions. ELT Journal, 61(2), 91–99.
Habók, A., & Magyar, A. (2018). The effect of language learning strategies on proficiency, attitudes and school achievement. Frontiers in Psychology, 8, Article 2358. https://doi.org/10.3389/fpsyg.2017.02358
Hayati, A. M. (2014). The relationship between language learning strategies and English academic achievement among ESP students. Journal of Language Teaching and Research, 5(5), 995–1002. https://doi.org/10.4304/jltr.5.5.995-1002
Hood, M., Creed, P. A., & Neumann, D. L. (2012). Using the expectancy value model of motivation to understand the relationship between student attitudes and achievement in statistics. Statistics Education Research Journal, 11(2), 72–85. https://doi.org/10.52041/serj.v11i2.330
Javanmardi, F., & Khaliliaqdam, S. (2013). A correlation study on the use of language learning strategies and English academic achievement of Iranian EFL university students. Journal of Language Teaching and Research, 4(2), 372–380. https://doi.org/10.4304/jltr.4.2.372-380
Jiang, Y., Rosenzweig, E. Q., & Gaspard, H. (2018). An expectancy-value-cost approach in predicting adolescent students’ academic motivation and achievement. Contemporary Educational Psychology, 54, 139–152. https://doi.org/10.1016/j.cedpsych.2018.06.005
Lazowski, R. A., & Hulleman, C. S. (2016). Motivation interventions in education: A meta-analytic review. Review of Educational Research, 86(2), 602–640. https://doi.org/10.3102/0034654315617832
Loh, E. K. Y. (2019). What we know about expectancy-value theory, and how it helps to design a sustained motivating learning environment. System, 86, 102–119. https://doi.org/10.1016/j.system.2019.102119
Macaro, E. (2006). Strategies for language learning and for language use: Revising the theoretical framework. The Modern Language Journal, 90(3), 320–337.
Magogwe, J. M., & Oliver, R. (2007). The relationship between language learning strategies, proficiency, age and self-efficacy beliefs: A study of language learners in Botswana. System, 35, 338–352. https://doi.org/10.1016/j.system.2007.01.003
Mizumoto, A., & Takeuchi, O. (2018). Modelling a prototypical use of language learning strategies: Decision tree-based methods in multiple contexts. In R. L. Oxford & C. M. Amerstorfer (Eds.), Language learning strategies and individual learner characteristics: Situating strategy use in diverse contexts (pp. 99–122). Bloomsbury.
Nakatani, Y. (2006). Developing an oral communication strategy inventory. The Modern Language Journal, 90(2), 151–168. https://doi.org/10.1111/j.1540-4781.2006.00390.x
Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Newbury House/HarperCollins.
Oxford, R. L., Rubin, J., Chamot, A. U., Schramm, K., Gunning, P., & Nel, C. (2014). The learning strategy prism: Perspectives of learning strategy experts. System, 43, 30–49. https://doi.org/10.1016/j.system.2014.02.004
Petrogiannis, K., & Gavriilidou, Z. (2015). Strategy inventory for language learning: Findings of a validation study in Greece. In M. Carmo (Ed.), Education applications & developments (pp. 223–236). inScience Press.
Pintrich, P. R., & Schunk, D. H. (2002). The role of goals and goal orientation. In Motivation in education: Theory, research and application (2nd ed., pp. 190–242). Simon & Schuster.
Rahmawati, Y., & Susanto, H. (2013). The correlation between students’ language learning strategies and their achievement in learning English vocabulary. ELTIN Journal, 1(2), 1–10. https://e-journal.stkipsiliwangi.ac.id/index.php/eltin/article/view/53
Rismayana, I. (2017). The correlation between language learning strategies and language proficiency level among English department students at Universitas Negeri Makassar. Exposure, 6(2), 142–159. https://eprints.unm.ac.id/8019/
Roberts, J. (2007). The expectancy-value theory of achievement motivation and the enumeration of possible selves: Evidence as outcomes during emerging adulthood. [Thesis/Dissertation]. Eastern Michigan University. http://commons.emich.edu/cgi/viewcontent.cgi?article=.
Robson, G., & Midorikawa, H. (2002). How reliable and valid is the Japanese version of the strategy inventory for language learning (SILL)? JALT Journal, 23(2), 202–226.
Ruba, H., Habiba, U., Amir, A., Aslam, A., & Kiran, S. (2014). Strategy Inventory for Language Learning. European Journal of Psychology Research, 1, 341–245.
Saad, N., Yunus, M. B. M., & Embi, M. A. B. (2015). Exploring the connection between out-of-class language learning strategies and in-class activities. Journal of Applied Research in Education, 19, 36–49.
Takeuchi, O. (2003). What can be predicted/suggested by learners’ self-reported frequency of strategy use? JACET Journal, 37, 1–16.
Trautwein, U., Niggli, A., Schnyder, I., & Lüdtke, O. (2012). Between observable and unobservable effort: The role of expectancy-value and ability beliefs in students’ homework motivation. Contemporary Educational Psychology, 37(2), 139–149. https://doi.org/10.1016/j.cedpsych.2011.11.002
Tretter, T., & Ardasheva, Y. (2013). Strategy Inventory for Language Learning student forum: Testing for factorial validity. The Modern Language Journal. https://www.eri.louisville.edu/papers_pres/tretter_MLJ_2013.pdf
Verhoeven, P. (2010). Quality in statistics education: Applying expectancy value models to predict student outcomes in statistics education. Roosevelt Academy. https://icots.info/icots/8//cd/pdfs/invited/ICOTS8_8E1_VERHOEVEN.pdf
Warahmah, M., Fakhri, R., & Nababan, H. (2015). A study on language learning strategies used by the second year students of English study program of FKIP Universitas Riau in learning English. https://media.neliti.com/media/publications/202229-none.pdf
Wentworth, B. L. (2015). Using expectancy–value theory to predict intent to conform in elementary school students (Master’s thesis). Appalachian State University. https://appstate.figshare.com/articles/thesis/Using_Expectancy-Value_Theory_to_predict_intent_to_conform_in_elementary_school_students/29860862
Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68–81. https://doi.org/10.1006/ceps.1999.1015
Yli-Piipari, S., & Kokkonen, J. (2014). An application of the expectancy–value model to understand adolescents’ performance and engagement in physical education. Journal of Teaching in Physical Education. https://doi.org/10.1123/jtpe.2013-0067
Zhu, X. (2009). Examining the relation between student expectancy-value motivation, achievement in middle-school physical education, and after-school physical activity participation (Doctoral dissertation). University of Maryland. https://drum.lib.umd.edu/items/c6acaf10-3415-4555-8d7b-835782bffef8
