Abstract            Volume:8  Issue-7  Year-2020         Original Research Articles

Online ISSN : 2347 - 3215 Issues : 12 per year Publisher : Excellent Publishers Email : editorijcret@gmail.com

The main aim of this study was an exploration into a significant difference in the EFL language learning strategy and EFL students’ academic achievement at Gacheno Secondary and Preparatory School. Co relational research design was employed. The data were collected through semi-structured interview and questionnaires a. Four grade eleven EFL teachers of the Gacheno Secondary and Preparatory School were selected as a participant of the study using convenience sampling technique. Among 838 students, 270 students were selected simple random sampling technique using Slovene’s sample size determination formula: (i.e. n= N/1+N (e)². The Interview data were tape recorded and transcribed into textual form and the questionnaire data were analyzed via frequency, percentage and mean value form. The study also disclosed that there was not any significant difference in the EFL language learning strategy and EFL student’s academic achievements. Last, the study revealed that factors that affect EFL student’s language learning strategies and academic achievements were: teacher, student, and facility related factors that can affect teaching or learning EFL student’s learning strategy and their academic achievements. Based on the findings, the recommendations were made: the concerned bodies should fulfill the facility related challenges that can affect language learning strategies and academic achievements, and the student and teacher related factors should mitigate through well-built mobilization.

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