Exploring the Correlation between EFL Learning Strategies and Educational Success in the Mongolian Context: An Analysis of Academic Performance in Mongolian Classrooms

The research discovers what students felt was most positive about foreign language learning strategies and their student-centred methods. In particular, we focus on the EFL college students’ learning strategies and how students improve their skills in learning English as a foreign language. Mongolia’s dominant English classroom instruction pedagogy is still teacher-centred, where students learn language under the instructions of their teachers. Students are not encouraged to develop learning strategies and focus on content knowledge and vocabulary; hence, this is thematic in nature as a credible thesis statement. Teachers can aid struggling EFL learners in attaining skills by adapting their learning strategies. Therefore, the findings of this research are helpful for English language teachers to manage activities for their students and encourage them to choose proper methods in their classrooms. The study indicates the differences in EFL college students’ learning strategies in relation to their characteristics. The characteristics consist of majors, gender, grades and classroom activities that improve students’ English skills. EFL learners frequently interact with language learning methods at the higher education level through developing their abilities. The findings indicate that students who are interested in learning English are more likely to control their efforts and regulate their foreign language learning process based on the highlighted elements of this research question. The findings are especially significant because they suggest strong evidence of English education improvement at higher or increased levels.