The Relationship between Language Learning Strategies and Gender among Primary School Students

Kaur, Mandeep; Embi, Mohamed Amin

doi:10.4304/tpls.1.10.1432-1436

Cited by 8 publications

(13 citation statements)

References 12 publications

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“…Therefore the null hypothesis is accepted. This result does not support the findings of Salahshour et al (2012); Kaur and Embi (2011) in which they reported that females used language learning strategies more frequently than males.…”

Section: Resultscontrasting

confidence: 57%

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On the Relationship between Critical Thinking Ability, Language Learning Strategies, and Reading Comprehension of Male and Female Intermediate EFL University Students

Marzban¹,

Barati²

2016

TPLS

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Abstract-This study was going to investigate the relationship between critical thinking ability, language learning strategies, and reading comprehension of male and female Iranian intermediate EFL university students majoring in English translation and English teaching at Tehran Azad University, South Branch. The participants chosen were 100 EFL learners that after homogenizing 79 remained. This study was a correlational one. For the purpose of this study, California Critical Thinking Skill Test (CCTST), Strategy Inventory for Language Learning (SILL), and reading section of the TOEFL test were administered. Data were analyzed based on the questionnaires and they were submitted to the Statistical Package for Social Sciences (SPSS) version 22.0 for analysis. The Pearson-product moment correlation proved that there was a significant positive relationship between critical thinking ability and reading comprehension, as well as a positive relationship between language learning strategies and reading comprehension was found. Reading comprehension was considered as dependent variable. Finally, in order to find whether there was any difference between males and females in terms of critical thinking ability and their language learning strategy use an independent sample t-test was run. The findings revealed that there was not any significant difference between the performances of male and female participants in terms of critical thinking and their language learning strategy use. The findings of this study will be helpful for material developers, syllabus designers and EFL teachers.

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Section: Resultscontrasting

confidence: 57%

“…A study was conducted by Kaur and Embi (2011) to identify and compare the language learning strategies used by male and female primary school students. For the purpose of this study a background information questionnaire and a bilingual Language Strategy Use Questionnaire were applied.…”

Section: B Taxonomy Of Language Learning Strategiesmentioning

confidence: 99%

On the Relationship between Critical Thinking Ability, Language Learning Strategies, and Reading Comprehension of Male and Female Intermediate EFL University Students

Marzban¹,

Barati²

2016

TPLS

View full text Add to dashboard Cite

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“…In recent time, various studies (e.g. Aljuaid, 2010;Chilkiewicz, 2015;Fazle & Khan, 2012;Kaur & Embi, 2011;& Pineda, 2010) have investigated teachers' and learners' perception of the use of language learning strategies. However, none of these studies had compared the language learning strategies used by young learners and adolescent learners.…”

Section: Previous Studies On Language Learning Strategiesmentioning

confidence: 99%

Language Learning Strategies: A Comparative Study of Young and Adolescent Cambodian Learners

Nhem

2019

IJLLS

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Various aspects of second language learning such as motivation, social contexts, personality, learning styles or learning strategies should be taken into consideration when it comes to teaching and learning a new language. in this respect, one of the most overlooked factors is a language learning strategy. Language learners should be aware of “how to learn a language” to be a successful language learner. As language learning strategy has been recognized as the important factor in learning a second language (O'Malley & Chamot, 1990; and Oxford, 1990), this study therefore investigated language learning strategies employed by young and adolescent learners of English in Cambodia context. The data were collected through a questionnaire, developed by Oxford (1990) from 152 students. The findings showed that students mostly used cognitive, metacognitive and social strategies. In addition, when examining if young learners use different learning strategies from adolescent learners, no statistical difference was found, except for two learning strategies, namely, cognitive and compensation strategies used more frequently by young learners.

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“…For example, Zare (2010) found that the overall use of language learning strategies significantly varied according to gender. Beside that Kaur and Embi (2011) also found that there was a significant difference in the overall of strategies between male and female students. Female students tend to use overall language learning strategies more often than male students in learning English language.…”

Section: The Difference In Language Learning Strategies Use Due To Gementioning

confidence: 82%

The Relationship and Differences in Gender Between Language Learning Strategies and Students’ English Achievement in Senior Secondary School

Hamsinah

2017

elite

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This research was intended to find out: (1) the language learning strategies that are frequently used by the students; (2) whether or not there is any significant relationship between the use of language learning strategies and the English achievement of the students; (3) whether or not there is any significant difference in language learning strategies use due to gender; and (4) whether or not there is any significant difference of students' English achievement due to gender. This research applied correlational research which deals with two predictors and one criterion variable. The population of this research was the students of grade XI IPA of SMAN 1 Bajeng, Gowa Regency, South Sulawesi Province. The sample was taken by using proportional stratified random sampling technique. Therefore, the sample consisted of 76 students which were divided 38 females and 38 males. The data of this research were collected through SILL questionnaire and the test. The data were analyzed by using descriptive and inferential statistics through SPSS program version 20. Depending on the statistical results, the findings revealed that first of all, social strategies were the frequently language learning strategies used by the students and followed by metacognitve strategies. Second, there was no any significant relationship between language learning strategies (LLSs) and the English achievement of the students where the correlation coefficient was r =.182 at p > 0.05. Third, there was no any significant difference in language learning strategies use due to gender where the computed ttest for the six types and the overall of language learning strategies (LLSs) were ttest = .539,-1.077, .850,-1.078,-.693,-1.109, and-.725 at p > 0.05. Fourth, there was a significant difference of students' English achievement due to gender where ttest = 3.24 at p < 0.05. It indicated that female students more successful than male students in learning English.

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The Relationship between Language Learning Strategies and Gender among Primary School Students

Cited by 8 publications

References 12 publications

On the Relationship between Critical Thinking Ability, Language Learning Strategies, and Reading Comprehension of Male and Female Intermediate EFL University Students

On the Relationship between Critical Thinking Ability, Language Learning Strategies, and Reading Comprehension of Male and Female Intermediate EFL University Students

Language Learning Strategies: A Comparative Study of Young and Adolescent Cambodian Learners

The Relationship and Differences in Gender Between Language Learning Strategies and Students’ English Achievement in Senior Secondary School

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