Gender-Based Differences in English Language Learning Strategies Among Vietnamese EFL High School Students

Abstract

In this era of globalization, English literacy is always at the forefront of our minds. English competence is significantly associated with the use of language learning strategies (Griffiths & Oxford, 2014; Pawlak, 2021). Nevertheless, a number of characteristics, including gender, influence the choice of language-learning strategies (Oxford, 1989). The purpose of the present study was to determine (1) the extent to which high school students apply specific language learning strategies and (2) whether there is a difference between the language learning strategies employed by male and female students. As data collection instruments, questionnaires based on Oxford's (1990) Strategy Inventory for Language Learning (SILL) questionnaire were used. 321 Vietnamese high school students in grades 10 through 12 from the Mekong Delta participated in the study. The results demonstrated that, among the many types of learning methods, the students engaged metacognitive strategies most frequently, while affective strategies were applied the least. In addition, the data revealed how gender influences the choosing of language learning strategies by students. Accordingly, recommendations for increasing teaching and learning practices were provided, adding to the success of both the teaching and learning activities of teachers and students.