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All Journal English Review: Journal of English Education IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature English Community Journal Jambura Journal of Educational Management PROJECT (Professional Journal of English Education) Journal On Teacher Education (Jote) ELP (Journal of English Language Pedagogy) Jurnal Simki Pedagogia PPSDP International Journal of Education Jurnal KALANDRA Journal of English Education International Journal of Education Research and Development English Review: Journal of English Education
Finza Larasati
Universitas Muhammadiyah Palembang, Indonesia
Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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LANGUAGE LEARNING STRATEGIES AND EFL SPEAKING PERFORMANCE: THE MEDIATING ROLE OF SELF-REGULATION AMONG INDONESIAN UNIVERSITY STUDENTS Finza Larasati; Hadiyanto Hadiyanto; Urip Sulistiyo; Eddy Haryanto
English Review: Journal of English Education Vol. 14 No. 1 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i1.174

Abstract

This study investigates the role of language learning strategies (LLS) in shaping Indonesian EFL learners’ speaking performance by integrating quantitative and qualitative evidence in a mixed-methods design. Specifically, it aims to (1) describe learners’ use of LLS, (2) examine the correlation between LLS and speaking performance, (3) identify the predictive contribution of LLS to speaking outcomes, and (4) explore learners’ strategic experiences in speaking development through responses to open-ended questionnaire items. Eighty undergraduate EFL students participated in the study. Quantitative data were collected using the Strategy Inventory for Language Learning (SILL) and a speaking performance test, while qualitative data were obtained from learners’ open-ended responses about how they used strategies in practice. The quantitative results revealed a very strong positive correlation between LLS and speaking performance (r = .912, p < .001), indicating that students who employed strategies more frequently tended to achieve higher speaking scores. Multiple regression analysis showed that no single LLS category uniquely predicted speaking performance due to severe multicollinearity among strategy types, suggesting that LLS operate as an integrated, interdependent system rather than isolated components. Descriptive results indicated that cognitive strategies were the most dominant, while qualitative evidence showed that learners actively combined cognitive, metacognitive, social, and affective strategies including repeated practice, imitation, planning, self-monitoring, and peer interaction. Learners demonstrated strong self-regulation in overcoming challenges and benefited from teacher feedback, peer support, and technological tools. Overall, the findings highlight that strategic behavior is crucial for enhancing speaking fluency, accuracy, and confidence, implying that EFL instruction should explicitly foster strategic awareness and provide supportive learning environments to optimize speaking development.
Co-Authors Adawiyah, Dita Ade Kusmana ANDRIAMELLA ELFARISSYAH Asti Gumartifa Aurelia, Syafira Cita Hikma Yanti Dian Septarini Dwi Rara Saraswaty Dwi Rara Saraswaty Eddy Haryanto Eddy Haryanto Febriyani, Martina Ferian Ferian Gunawan Ismail Hadiyanto Hadiyanto Kurnia Saputri Kurnia Saputri, Kurnia Lestari, Ade Putri Marliasari, Sherly Masagus Sulaiman Munalia Munalia Nurhayati Dina Nurrahman, Kemas Muhammad Rizki Rara Saraswaty, Dwi Rositasari, Tri Sadria, Ade Saraswaty, Dwi Rara Septarini, Dian Sri Yuliani Sri Yuliani Sulistiyo, Urip Tirta Milenia, Voni Warnia, Wiske Yayan Dian Fitriansyah Yunensi, Yunensi