The Relationship between Language Learning Strategies and Achievements in English for Undergraduate Nursing Students at a Private University

This study investigated the use of English language learning strategies (LLS) among Thai undergraduate nursing students and compared LLS usage across three proficiency levels. It also examined the relationship between LLS usage and achievements in English for Nursing Purposes (ENP). The sample consisted of 170 fourth-year nursing students selected through purposive sampling. The study adopted the Strategy Inventory for Language Learning (SILL) questionnaire developed by Oxford (1990) to collect data. Descriptive statistics were used to describe the frequency of LLS usage, with one-way ANOVA to determine differences in LLS usage across proficiency levels. Additionally, Pearson’s product-moment correlation coefficient was employed to explore the relationship between LLS usage and ENP achievements. The results showed that overall, students used LLS at a moderate level, with a significant correlation at p < 0.05, and memory strategies were employed the most frequently. There was a difference in LLS usage among high, moderate, and low achievers in ENP writing and speaking achievements. Furthermore, the findings revealed a positive relationship between the overall use of LLS and ENP writing achievements. This study investigated the use of English language learning strategies (LLS) among Thai undergraduate nursing students and compared LLS usage across three proficiency levels. It also examined the relationship between LLS usage and achievements in English for Nursing Purposes (ENP). The sample consisted of 170 fourth-year nursing students selected through purposive sampling. The study adopted the Strategy Inventory for Language Learning (SILL) questionnaire developed by Oxford (1990) to collect data. Descriptive statistics were used to describe the frequency of LLS usage, with one-way ANOVA to determine differences in LLS usage across proficiency levels. Additionally, Pearson’s product-moment correlation coefficient was employed to explore the relationship between LLS usage and ENP achievements. The results showed that overall, students used LLS at a moderate level, with a significant correlation at p < 0.05, and memory strategies were employed the most frequently. There was a difference in LLS usage among high, moderate, and low achievers in ENP writing and speaking achievements. Furthermore, the findings revealed a positive relationship between the overall use of LLS and ENP writing achievements.