Gender-based Differences in EFL Learners' Language Learning Strategies and Productive Vocabulary

Montero-SaizAja, Alejandra

doi:10.31261/tapsla.8594

Cited by 7 publications

(9 citation statements)

References 68 publications

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“…All information was available in websites; they just needed to type the keywords, and all explanations would be presented (Respondents 6,7,18,20,42,55,61,63,74). Although female respondents use language learning significantly more than males, there is significant difference between them regarding productive vocabulary (Montero-SaizAja, 2021).…”

Section: International Journal Of Social Science Research and Reviewmentioning

confidence: 88%

“…On the other hand, gender disparities may also be related to the cultural, social, and educational context in which a foreign language is learned. (Montero-SaizAja, 2021). Hence, the researcher wishes to find the answer of several questions related to adult women's challenges of English proficiency test based on the cultural, social, and educational context namely:…”

Section: International Journal Of Social Science Research and Reviewmentioning

confidence: 99%

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Keeping Up with the English Proficiency Test: the Vioce of Adult Women Test Takers

Rahayu

2023

IJSSRR

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A lot of studies reported that female learners' capabilityin mastering second language is better than that in male learners (Lasekan, 2018), and female students tend to be more successful than male students (Hamsinah, 2017). Adult female test-takers experience bigger challenges in dealing with EPT since they are usually multi-roles women i.e. working women, students, wives, and even mothers with babies. The objectives of the study were to analyze the voices of adult women test-takers on the challenges in dealing with English proficiency test related to the most difficult skill that they have to take and how they cope their problems. The study applied mixed method study with descriptive quantitative and phenomenology approach. The data were taken through questionaire and structured interview for 77 respondents of the study. Based on the result of the data analysis on 77 respondents, the questionaire data show that the most difficult part of EPT was listening (58.4%). The respondents provided many strategies for raising their EPT scores. The most popular method of learning EPT was autonomous learning (50.6%), which was followed by taking a course, studying with friends, and not trying to improve EPT at all. These methods received 35.1%, 7.8%, and 6.5 of the total votes, respectively.

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Section: International Journal Of Social Science Research and Reviewmentioning

confidence: 88%

Section: International Journal Of Social Science Research and Reviewmentioning

confidence: 99%

Keeping Up with the English Proficiency Test: the Vioce of Adult Women Test Takers

Rahayu

2023

IJSSRR

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“…To fulfill the objectives, a quantitative questionnaire survey was conducted to collect data. The quantitative research design was widely used in studies on LLS use and its relationship with gender and proficiency (Alrashidi, 2022;Damanik, 2022;Montero-SaizAja, 2021). This design is also suitable to achieve the present study's aim because it enables to explore means of variables and differences between means of different gender or proficiency groups, and thereby helps reveal the frequency of participants' LLS use and the differences of LLS use frequency related to gender as well as proficiency.…”

Section: Methodsmentioning

confidence: 99%

“…Jiao and Simon (2022) applied Oxford's theory to examine the LLS use of 269 Chinese EFL learners and achieved similar research findings. Oxford's (1990) theory has also been used in studies on the correlation between LLS use and certain individual factors, including gender and language proficiency, which have been considered decisive in learners' use of LLS (Bećirović et al, 2021;Montero-SaizAja, 2021). Most research on the influence of gender on LLS use has revealed significant differences in strategy use between female and male language learners (Bećirović et al, 2021;Jiao & Simon, 2022;Zhou & Intaraprasert, 2015a).…”

Section: Literature Review Language Learning Strategymentioning

confidence: 99%

Chinese Undergraduate Students’ Language Learning Strategy Use in Flipped English Learning and its Relationships to Gender and Proficiency

Ma¹,

Samat²

2022

AWEJ

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The purpose of this study was to examine Chinese undergraduate students’ language learning strategy use in flipped English learning and the effect of gender and language proficiency on strategy use. It aimed to enrich the research on language learning strategies as well as the flipped classroom and render implications to EFL instructors on developing students’ language learning strategy use in flipped English learning. Research questions in this study revolved around identifying the most and least frequently used language learning strategies in Chinese undergraduate students’ flipped English learning, and the influence of gender as well as language proficiency on the frequency of students’ strategy use. In this study, the researchers employed random sampling to select 109 students enrolled in the flipped English course for non-English majors at H University in China. Oxford’s (1990) Strategies Inventory of Language Learning (SILL) was modified for a flipped classroom context and employed to collect data. T-tests and ANOVAs were used to analyze the data. The results revealed that participants employed language learning strategies with medium frequency in flipped English learning. While they employed social strategies the most frequently, they used metacognitive strategies the least frequently. Furthermore, the male and female participants were not significantly different in their strategy use. However, there was a significant difference in strategy use in relation to English language proficiency in that high proficiency students employed strategies more frequently than low proficiency students. Pedagogical implications are provided.

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“…The impact of gender on language learning strategies has been examined in the field of Second Language Acquisition ( Oxford and Nyikos, 1989 ; Griffiths, 2003 ; Aslan, 2009 ; Nguyen and Godwyll, 2010 ; Sumarni and Rachmawaty, 2019 ; Melvina Lengkanawati and Wirza, 2020 ; Montero-SaizAja, 2021 ; Dinsa et al, 2022 ). Oxford and Nyikos (1989) reported that females utilized cognitive, metacognitive, and social strategies more frequently than males in their study of undergraduate learners of foreign languages.…”

Section: Literature Reviewmentioning

confidence: 99%

On Chinese learning strategies of learners from Central Asian countries: an analysis of gender, age, and learning duration effects

Chen,

Zhang

2024

Front. Psychol.

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This research focuses on the Chinese learning strategies employed by learners from Central Asian countries, specifically examining the effects of gender, age, and learning duration. The study aims to identify and analyze the demographic factors that influence the learning approaches of these learners, providing insights for more effective teaching and learning of Chinese as a foreign language. Data are collected through questionnaires and interviews, and statistical analysis is conducted to explore the correlations between gender, age, learning duration, and learning strategies. The learning strategy model adopted in this study provides a comprehensive classification of language learning strategies. The results underscore the significance of incorporating these factors into language education programs, providing valuable insights into the unique needs and challenges encountered by learners from Central Asian countries. The findings indicate that students from Central Asian countries predominantly utilize social strategies, metacognitive strategies, and affective strategies in their Chinese language learning. These are followed by compensatory strategies, cognitive strategies, and memory strategies. While gender does not exert a significant impact on the utilization of Chinese learning strategies, there are discernible variations in memory and affective strategies between males and females. Age does not significantly affect overall learning strategies, but there are notable disparities in compensatory strategies among different age groups. Learning duration has a significant effect on compensation and metacognitive strategies. The correlation between learning duration and overall strategies is significant indicating that learners with different learning durations exhibit notable differences in compensation and metacognitive strategies.

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Gender-based Differences in EFL Learners' Language Learning Strategies and Productive Vocabulary

Cited by 7 publications

References 68 publications

Keeping Up with the English Proficiency Test: the Vioce of Adult Women Test Takers

Keeping Up with the English Proficiency Test: the Vioce of Adult Women Test Takers

Chinese Undergraduate Students’ Language Learning Strategy Use in Flipped English Learning and its Relationships to Gender and Proficiency

On Chinese learning strategies of learners from Central Asian countries: an analysis of gender, age, and learning duration effects

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