VIETTESOL INTERNATIONAL CONVENTION 2025

This study investigates the relationship between language learning strategies and academic self-concept among a group of 522 secondary school students. Using the Strategy Inventory of Language Learning (SILL) and the Personal and Academic Self-Concept Inventory (PASCI), the study employed canonical correlation analysis to explore how different sub-dimensions of these constructs interact. Analysis revealed that learners most frequently used cognitive strategies, followed by metacognitive and memory strategies, indicating an emphasis on processing and organizing information. Conversely, affective strategies were used least frequently. Regarding academic self-concept, the highest mean scores were observed in family acceptance and verbal ability sub-dimensions.

Findings indicate that certain sub-dimensions of academic self-concept (such as self-esteem, social acceptance, academic ability, and verbal ability) significantly predicted the use of memory and social strategies within language learning. Notably, the first canonical correlation pair was statistically significant (R = 0.552, p < 0.001), suggesting that as learners’ academic self-concept increased, so did their use of language learning strategies. However, some dimensions, like metacognitive strategies and social anxiety, exhibited weaker predictive power.

The study highlights the importance of integrating dictionary training and self-concept awareness into language learning curricula to enhance independent learning and confidence. Additionally, educators are encouraged to tailor instructional strategies that leverage learners’ strengths in academic self-concept to foster more effective language learning outcomes.