UNPACKING LANGUAGE LEARNING STRATEGIES OF HIGH-ACHIEVING TOEIC LEARNERS IN BATAM, INDONESIA

Abstract

English proficiency has become an essential asset for university graduates seeking academic and professional success, particularly in contexts where English functions as a gatekeeping requirement for graduation. Despite extensive research on Language Learning Strategies (LLS), most previous studies have focused on general EFL learners or classroom performance, leaving the strategic behavior of high-achieving learners, especially those with outstanding TOEIC scores, comparatively underexplored. This study investigates the language learning strategies employed by high-achieving English learners at a university in Batam, Indonesia, and examines which strategy categories are most and least frequently used. Using a quantitative descriptive design, data were collected from 207 university students who achieved TOEIC scores of 605 or above through a 48-item questionnaire adapted from Oxford's Strategy Inventory for Language Learning. Data were analyzed using descriptive statistics, including mean scores and standard deviations. The findings revealed that metacognitive strategies were the most frequently used (M = 3.58), followed by compensation (M = 3.45) and cognitive strategies (M = 3.44), while affective strategies were the least used (M = 3.08). Consistent practice, strategic awareness, and strong motivation emerged as key contributors to TOEIC achievement. These findings underscore the importance of metacognitive strategy training in English learning programs in higher education.