Abstract: The main objective of the study was to examine the effects of language learning strategies through active, creative, effective and joyful learning toward the students’ English language achievement. The study utilized a Quasi-experimental approach of the pre-test to post-test non-equivalent group design. The participants of the study comprised 181, year four students of elementary schools and three intact teachers. Language learning strategies through ACEJ approach were used on three experimental groups (n = 89) while three control groups (n = 92) were taught using non-active tradition method of teaching English. Data were collected using pre-test and postest of English Language achievement test. Quantitative data were analyzed using descriptive and inferential statistics.The findings showed significant differences in English language achievement scores between the experimental and control group through ACEJ learning.