This study investigated the predictive role of collaborative study strategies on undergradute English learners' academic goal-orientation among in Nnamdi Azikiwe University, Awka. The research was guided by five specific questions and four null hypotheses. The study employed a correlational survey research design, targeting all undergraduate English students at the university. A sample of 200 students was randomly selected from 1,146 populations of the two faculties: the English Department and Education and English Language. To collect data, 2 questionnaires; Collaborative Learning Questionnaire, CLQ; and Academic Goal-Orientation Questionnaire AGOQ were used. The internal consistency of the items was evaluated using Cronbach alpha statistics, yielding reliability coefficients of 0.81 for the CBQ and 0.93 for the AGO-Q. Data collected were analysed using SPSS version 24. Pearson Product Moment Correlation were used to answer the research questions, while Simple Linear Regression was used to test the null hypotheses at a 0.05 significance level. The findings revealed that collaborative learning strategies such as group discussion, peer tutoring, and think-pair-share did not have a significant relationship with academic goal orientation. However, structured debate was found to significantly predict academic goal orientation among English learners at Nnamdi Azikiwe University, Awka. This study underscores the importance of structured debate in enhancing academic goal orientation among English undergraduate students, providing valuable insights for teaching practices and strategies aimed at promoting academic success. Key findings were discussed, highlighting the significance of this research for educators and policymakers seeking to improve academic outcomes among English language learners.