The role of gender in language learning strategies among male and female students at Jazan secondary schools

Abstract EN

This study aims to investigate gender variation in the use of English language learning strategies by male and female students at Jazan Secondary Schools.

The study has attempted to answer the following questions: Q1.

What are the most and the least frequently used direct language learning strategies among students at Jazan Secondary School? Q2.

What are the most and the least frequently used indirect language learning strategies among students at Jazan Secondary School? Q3.

Does the variable of gender affect language learning strategies among students at Jazan Secondary School? The researcher randomly chose a sample consisting of (50) students, (10) females from Joha Secondary School and (40) males from Al- Ez Secondary School in Jazan.

For data collection, the researcher used LLSs questionnaire (Oxford 1990).

The results showed that the mean of direct strategies of LLSs for females and males was between 3.57 and 3.59, respectively in favour of females at high level.

The highest rank was Cognitive strategies, while the lowest rank was Memory strategies.

The results also showed that the mean of indirect LLSs for females and males was between 3.35 and 3.33, respectively.

The highest rank was Affective strategies, while the lowest rank was Social strategies.

In general, the results showed that gender had no significant differences in the use of strategies among female and male students, but they showed significant differences between females and males in their use of Cognitive and Affective strategies in favor of female.

Depending on these findings, the researcher recommends more training in using Social and Memory strategies because they are the lowest rank.

The researcher recommends that the sample may be expanded to cover many schools and universities.

To achieve pedagogical objectives, the sample may be expanded to cover educational experts, teachers, students and parents.