The relationship between English language learning strategies, gender and academic year level among undergraduate English major students at Middle East university in Jordan
Other Title(s)
العلاقة بين استراتيجيات تعلم اللغة الإنجليزية و الجندرية و مستوى السنة الدراسية بين طلبة بكالوريوس اللغة الإنجليزية في جامعة الشرق الأوسط
Dissertant
Thesis advisor
Comitee Members
al-Sadun, Sabbar Sultan
al-Abbas, Sulayman Awwad
University
Middle East University
Faculty
Faculty of Arts and Sciences
Department
Department of English
University Country
Jordan
Degree
Master
Degree Date
2014
English Abstract
This study aimed to investigate gender variation in the use of English language learning strategies by English majors enrolled at Middle East University in Jordan.
The study attempted to answer the following questions: 1- What are the most and least frequently used Direct learning strategies among male and female students? 2- What are the most and the least frequently used Indirect learning strategies among male and female students? 3- Are there any significant differences between English major male and female students at MEU in using LLSs related to gender and the academic year? The researcher randomly chose a sample consisting of 50 students ( 10) males and (40) females.
For data collection, the researcher used LLSs questionnaire (Oxford 1990).
The results showed that the mean of Direct strategies of LLSs for males and females was of 3.57 and 3.59, respectively in favour of males at high level.
The highest rank was Cognitive strategies, while the lowest rank was Memory strategies.
The results showed that the mean of Indirect LLSs for males and females 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 male and female students,but they showed significant differences between males and females in their use of Cognitive and Affective strategies in favor of male.
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.
Main Subjects
Languages & Comparative Literature
No. of Pages
96
Table of Contents
Table of contents.
Abstract.
Abstract in Arabic.
Chapter One : Introduction.
Chapter Two : Review of literature.
Chapter Three : Methodology and procedures.
Chapter Four : Results.
Chapter Five : Discussion, conclusion and recommendations.
References.
American Psychological Association (APA)
al-Atiyat, Khalid Mahmud. (2014). The relationship between English language learning strategies, gender and academic year level among undergraduate English major students at Middle East university in Jordan. (Master's theses Theses and Dissertations Master). Middle East University, Jordan
https://search.emarefa.net/detail/BIM-693011
Modern Language Association (MLA)
al-Atiyat, Khalid Mahmud. The relationship between English language learning strategies, gender and academic year level among undergraduate English major students at Middle East university in Jordan. (Master's theses Theses and Dissertations Master). Middle East University. (2014).
https://search.emarefa.net/detail/BIM-693011
American Medical Association (AMA)
al-Atiyat, Khalid Mahmud. (2014). The relationship between English language learning strategies, gender and academic year level among undergraduate English major students at Middle East university in Jordan. (Master's theses Theses and Dissertations Master). Middle East University, Jordan
https://search.emarefa.net/detail/BIM-693011
Language
English
Data Type
Arab Theses
Record ID
BIM-693011
