An Investigation of ACT Students’ English Language Problems and their Learning Strategies in Grade 10 Bilingual Program

The study investigated English language problems and learning strategies through a survey design which involved administering questionnaires of rating scales to measure English language problems and language learning strategies from 30 Grade 10 Bilingual Program students of Assumption College Thonburi (ACT). Participants reported frequent use of the Strategy Inventory for Language Learning (SILL) as well as compensatory strategies, while metacognitive strategy was the least frequently use. The problem least mentioned was being ashamed of pronunciation when communicating with foreign or English native speaker teachers.