Influence Of Gender And Course Of Study On Senior High School Students’ Use Of English Language Learning Strategies

Abstract

Language learning strategies are pivotal in the acquisition and development of any language proficiency. Research has shown that individuals employ various strategies such as cognitive, metacognitive, and social strategies, to enhance their language learning process. However, the influence of gender and course of study on learners' use of language learning strategies remains a largely unexplored area in the field of second language acquisition. Yet, gender and course of study have been recognised as significant factors in language learning, with studies suggesting that males and females may differ in their approaches to language learning. To find out the influence of gender and course of study on students’ choice of strategies, this study employed a cross-sectional survey design to study 265 final-year students. The questionnaire data collected were presented, using frequencies, percentages, means and standard deviations, and inferential statistics were employed for the data analysis. The study revealed ten most frequently used strategies based on the responses on the Strategy Inventory for Language Learning (SILL). Results indicated variations in strategy use between genders and among students and their courses of study. Female students were found to utilise memory, cognitive, compensation, metacognitive, affective and social strategies more frequently than male students. However, despite these gender differences, no significant variation was observed in the choice of strategies based on the students' course of study. To enhance language learning outcomes, it is recommended that educators integrate explicit instruction on diverse learning strategies into educational plans and curricula.