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Inconsistent findings in earlier research on language learning strategies and their relations with language proficiency motivated this deeper exploration of the effects language learning strategies have on learning outcomes. The aim of the study was to explore the potential effects of cognitive and metacognitive language learning strategies on learning outcomes. The investigation involved self-reported data from a sample of 269 final-year students of upper-secondary schools (aged 18.4) analysed with the results of the standardized English as a foreign language exam. The analysis revealed a linear relationship between language learning strategies and learning outcomes based on learners' perceptions. Structural equation modelling indicated that cognitive strategies have a direct effect on learning outcomes, whereas metacognitive strategies affect outcomes indirectly.

Cognitive and metacognitive strategies as predictors of language learning outcomes