Gender Differences Determining Language Learning Strategies of ESL/EFL Learners

Abstract

Language learning strategies in second language or foreign language learning rank highest among students’ personal development plans. Various factors are supposed to affect the choice of a language learning strategy such as gender, age, cultural origins, motivation and language proficiency level. This study aimed to identify the different types of language learning strategies are employed by university students, whether there exists any difference in the choice of strategies based on gender or level of study such as freshmen, sophomores, juniors, and seniors. By using a quantitative research design through a classification approach, this study collected data from a sample of 200 students (108 males and 92 females) in the age group of 18-21 years, identified through random sampling method from Al-Baha university, Saudi Arabia. All the participants were undergraduate students at different academic levels, with at least 12 years of experience of learning English in a formal context in Saudi Arabia. A written questionnaire and Strategy Inventory for Language Learning (SILL) developed by Oxford (1990) was used to collect data, and Mean, Standard Deviations, t-test value, and ANOVA were measured to analyze the findings. The findings revealed that compensation strategies were dominant among Al-Baha University students; there were also no gender or academic level differences in their selection of language learning strategy. The study also concluded that a language learning strategy should be used only to determine the best communication tool. This study provides a subtle signal for curriculum designers and material developers to pay attention to language learning strategies.