Bibliographic citations
Valdivia, C., (2023). Language learning strategies and reading comprehension in third grade students of secondary level at Technical School N° 3052, Independencia, 2021. [Universidad Nacional de Educación Enrique Gúzman y Valle]. https://repositorio.une.edu.pe/handle/20.500.14039/9528
Valdivia, C., Language learning strategies and reading comprehension in third grade students of secondary level at Technical School N° 3052, Independencia, 2021. []. PE: Universidad Nacional de Educación Enrique Gúzman y Valle; 2023. https://repositorio.une.edu.pe/handle/20.500.14039/9528
@mastersthesis{renati/1025267,
title = "Language learning strategies and reading comprehension in third grade students of secondary level at Technical School N° 3052, Independencia, 2021.",
author = "Valdivia Sanchez, Cledy",
publisher = "Universidad Nacional de Educación Enrique Gúzman y Valle",
year = "2023"
}
The objective of this research work was to determine the degree of relationship that exists between language learning strategies and the reading comprehension of students in the third grade of secondary school at the Technical Educational Institution No. 3052, Independencia, 2021. Therefore, The general hypothesis was raised that there is a significant relationship between language learning strategies and reading comprehension. The research approach that was carried out was quantitative. The study sample was comprised of 87 students taken non-randomly by a census sample of four sections. The instrument used to measure language learning strategies was a questionnaire adapted from the Strategies Inventory for Language Learning (SILL) by Rebecca Oxford (1990) - Version for speakers of other languages learning English, while, for measuring the level of reading comprehension was a reading comprehension test constructed by the researcher. Both instruments were validated by expert judgment. Additionally, they met reliability. Subsequently, after the hypothesis testing, the proposed hypothesis was accepted because there is a significant relationship between language learning strategies and reading comprehension.
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