The relationship of English proficiency and socioeconomic status with the choice of language learning strategies among EFL students of Cenderawasih University Papua

Language Learning Strategies (LLSs) refer to techniques used by learners for the purpose of regulating their own learning. Having plenty evidence about the effect of various factors on LLSs, the present study aimed at describing strategies students prefer to use in English language learning and find out whether the strategies have correlation to language proficiency. Moreover, Socio-Economic Status (SES) of parents was compared to find out whether it affected LLSs and the proficiency of a learner. The data of 32 university students taken from the Oxford's SILL test, English proficiency test, and parents' income were analyzed using the SPSS statistical software. The results showed that the participants were overall high strategy users and that strategies relating to understanding were most frequently used. Findings indicate only Metacognitive strategies that reveal to have significant correlation with the proficiency. Besides, SES does not significantly influence LLSs and English proficiency of a learner.