Language learning strategies and Amharic achievement: levels, correlations and predictions among ninth grade students in Gondar, Ethiopia

Abstract

The purpose of this study was investigating the levels, relationships, and predictive value of language learning strategies on Amharic achievement among ninth grade students in Gondar, Ethiopia. Stepwise multiple regression, Pearson correlation, and one sample t tests were used to examine the data collected from the 114 (bootstrapped to 2000) participants. The Amharic achievement of the participants was found to be significantly above the test value of 50 (M = 66.49). Each of the learning strategies was used extensively, with social strategies being used the most and compensation strategies the least (p < .001). Correlation analysis indicated that only social (r = .200, p = .033) and affective strategies (r  = .195, p = .038) had significant, though weak positive relationships with achievement, while other strategies showed no significant correlation. Regression analysis revealed that social strategies were the only significant predictor (β = .200, p = .047), with affective strategies approaching significance (β = .195, p = .052). However, the predictive power of all strategies was minimal (R² ≤ .040), indicating that factors beyond strategy use account for most of the variance in Amharic achievement. These findings suggest that although students actively use diverse strategies, their academic performance is only marginally shaped by socio affective strategies, with broader instructional and contextual factors likely playing a more decisive role. The results imply that educators should consider integrating explicit social and affective strategy training into instruction, while researchers should investigate contextual variables that may mediate this relationship