Mediating Effect of Debugging Strategies on the Relationship Between Language Learning Strategies and English Proficiency of the Students

The current study aimed to evaluate whether debugging strategies mediate the relationship between Language Learning Strategy and English Proficiency of the students. In this study, the researcher selected 200 junior high school students in Cluster 5 Schools in Davao City Division as the study's respondents. A stratified random sampling technique was utilized in the selection of the respondents. A non-experimental quantitative research design using a descriptive-correlational method was employed. The data collected were subjected to the following statistical tools: Mean, Pearson Moment Product Correlation, and Structural equation model using mediation analysis. Findings revealed that the students' debugging strategies, language learning strategies, and English proficiency were described as extensive. Further, correlation analysis demonstrated a significant relationship among the students' debugging strategies, language learning strategies, and English proficiency. Evidently, SEM using mediation analysis proved that debugging strategies mediate the relationship between language learning strategies and English proficiency of the students in Cluster 5 Schools in Davao City. In other words, debugging strategies significantly mediate the relationship between language learning strategies and the students' English proficiency in Cluster 5 Schools in Davao City. Lastly, it was found that debugging strategies mediate the relationship between language learning strategies and English proficiency of the students in Cluster 5 Schools in Davao City.