[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-589322-105":59,"doc-detail-589322-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","pinoy-tells-the-typology-of-english-language-learning-strategies","PINOY TELLS - THE TYPOLOGY OF ENGLISH LANGUAGE LEARNING STRATEGIES","","Despite extensive research on language learning strategies (LLSs), many learners misjudge their effectiveness, expecting high effort for limited benefit. Learners also show diverse, sometimes conflicting preferences shaped by cultural background, indicating a need to clarify how these factors affect learning behaviors. This study constructs an English language learning strategies inventory for Filipino college students, developing the TELLS questionnaire via validated thematic analysis and testing component usage through quantitative survey results.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/pinoy-tells-the-typology-of-english-language-learning-strategies/589322/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/pinoy-tells-the-typology-of-english-language-learning-strategies/589322.png","ImageObject",300,407,{"name":92,"@type":93},"Đào","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the study focus on language learning strategies (LLSs)?","Question",{"text":112,"@type":113},"Students often lack effective strategic behavior, which limits efficient acquisition of vocabulary, grammar, and other linguistic skills. The study also addresses persistent misunderstandings about LLS effectiveness and the need for clearer evidence on how learners’ preferences are shaped.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the TELLS questionnaire developed?",{"text":117,"@type":113},"The research developed the Typology of English Language Learning Strategies (TELLS) questionnaire through validated thematic analysis. The typology includes three components: intellective, affective, and productive.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the results show about students’ strategy use?",{"text":121,"@type":113},"Respondents generally used most components in the TELLS typology, but the Practicing Productive Component was not as frequently employed. The findings contribute an empirically validated typology tailored to Filipino learners’ needs and preferences.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589322,1792209593,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},1374402968488,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","PINOY TELLS: THE TYPOLOGY OF ENGLISH LANGUAGE LEARNING STRATEGIES  \nJoseph B. Quinto,1  \nAssistant Professor III,  \nBenguet State University  \n[j.quinto@bsu.edu.ph](j.quinto@bsu.edu.ph)  \nORCID: 0000-0002-6155-0693  \nManilyn R. Cacanindin,2  \nInstructor 1 ,  \nDon Mariano Marcos Memorial State University  \n[mcacanindin@dmmmsu.edu.ph](mcacanindin@dmmmsu.edu.ph)  \nORCID: [https://orcid.org/0000-0003-4034-4935](https://orcid.org/0000-0003-4034-4935)  \nAbstract. Despite numerous studies about language learning strategies (LLSs), many learners still misunderstand their effectiveness, thinking they require too much effort for minimal gain. Additionally, students have varied and conflicting preferences for LLSs, and factors like cultural background influence their choices, indicating a need for more research on how these elements affect learning behaviors. It is, therefore, essential to address students' perceptions and use of LLSs to ensure effective language learning. This study developed an inventory of English language learning strategies for Filipino college and university students. Using a cross-sectional exploratory sequential design, the researchers collected qualitative data from 544 Filipino university students to understand their language learning experiences and preferences, afterward developing the Typology of English Language Learning Strategies (TELLS) questionnaire through a validated thematic analysis consisting of three key components: intellective (acquiring and meaning-making), affective (information processing and acclimating), and productive (technological utilization, filtering, practicing, and validating). In the quantitative phase, 502 Filipino undergraduate respondents identified the most frequently used strategies. The results revealed that these learners commonly employed most components within the typology, except for the Practicing Productive Component. This research significantly contributes to the understanding of English language learning strategies among Filipino students. It provides a valuable resource for educators, curriculum designers, and language learning practitioners by developing an empirically validated typology tailored to students' needs and preferences. The findings also suggest avenues for future research, such as examining the relationship between TELLS components and language proficiency outcomes or exploring the implementation of TELLS in language learning.  \n1 Author, responsible for Conceptualization, Introduction, and Methodology, Coding, and Thematic analysis  \n2 Author, responsible for Coding, Thematic analysis Results, Discussion, Conclusion, References, and Final editing  \nKeywords:  \nlanguage learning strategies, cross-sectional exploratory sequential design, undergraduate university learners, inventory of English language learning strategies.  \nINTRODUCTION  \nStudents' lack of strategic language learning behavior hinders their ability to acquire vocabulary, grammar, and other critical linguistic skills efficiently. Promoting increased knowledge and implementing empirically verified learning modalities remains a significant problem in language teaching.  \nSchipor and Hammershaug (2022) espoused that scholars and educators have been interested in the study of Language Learning Strategies (LLSs), and they are slowly turning their attention from teachers and teaching to students and learning. Numerous researchers claimed that language learning strategies are imperative to becoming successful language learners (Ranjan & Philominraj, 2020 ; Hajar & Karakus, M. , 2024) . It is vital to understand the strategies language learners employ to acquire the target language (Yunus et al. , 2022) because the more strategies employed when studying the target language, the better it will lead to language acquisition (Aziz & Shah, 2020) .  \nLanguage learning strategies are proven to be advantageous (Taheri et al. , 2020) . Specifically, the strategies can improve learning efficacy (Senad et al","cbCaifUBDXY01Ho4","https://ap.wps.com/l/cbCaifUBDXY01Ho4","pdf",502109,"English","# INTRODUCTION\n## Rationale for language learning strategies\n## Prior findings and influencing factors","[{\"question\":\"Why does the study focus on language learning strategies (LLSs)?\",\"answer\":\"Students often lack effective strategic behavior, which limits efficient acquisition of vocabulary, grammar, and other linguistic skills. The study also addresses persistent misunderstandings about LLS effectiveness and the need for clearer evidence on how learners’ preferences are shaped.\"},{\"question\":\"How was the TELLS questionnaire developed?\",\"answer\":\"The research developed the Typology of English Language Learning Strategies (TELLS) questionnaire through validated thematic analysis. The typology includes three components: intellective, affective, and productive.\"},{\"question\":\"What did the results show about students’ strategy use?\",\"answer\":\"Respondents generally used most components in the TELLS typology, but the Practicing Productive Component was not as frequently employed. The findings contribute an empirically validated typology tailored to Filipino learners’ needs and preferences.\"}]","PINOY TELLS - THE TYPOLOGY OF ENGLISH LANGUAGE LEARNING STRATEGIES | PDF",1792066971,48]