Abstract
This study focused in determining relationship between independent learning strategies and improvement of vocabulary skills of Grade 8 students in English. This study utilized descriptive-correlational research. Eighty Grade 8 students from Sto. Angel National High School was chosen as the respondents of the study using the purposive sampling. The researcher-made instrument, consisting of two parts: frequency on the use of four independent strategies namely, goal setting, attention control, selfmonitoring and evaluation, and help seeking and a 40-item test on the vocabulary skills particularly context clues, synonyms, antonyms and affixes, was used as the main data-gathering instrument. Preparatory measures were conducted before the implementation of the study; permission letters were also prepared and secured. The instrument have been validated and corrected by external and internal experts. The result of the variables showed independent learning strategies such as attention control, selfmonitoring and evaluation and help seeking were found to be significantly correlated to vocabulary skills in English of the respondents in terms of context clues, synonyms, antonyms and affixes. However, the result also revealed that goal setting as independent learning strategies found to have no significant relationship with the respondents’ vocabulary skills in English.