THE ROLE OF GENDER AND LANGUAGE LEARNING STRATEGIES IN LEARNING ENGLISH
DOI :
https://doi.org/10.5281/zenodo.17581885Résumé
This article explores the relationship between gender and language learning strategies (LLSs) in the process of learning English as a foreign language. The study highlights how male and female learners differ in their use of specific learning strategies and how these differences influence their language acquisition. The research is based on theoretical analysis and previous empirical studies conducted by scholars such as Oxford (1990), Ellis (1994), and O’Malley and Chamot (1990). According to the findings of these studies, female learners tend to employ more metacognitive and social strategies, while male learners often rely on cognitive and memory-related ones. The paper argues that gender differences are not absolute but rather depend on individual factors such as motivation, learning environment, and personality. The study also emphasizes the pedagogical importance of understanding learners’ strategic preferences to create more effective and inclusive teaching methods. The results can help language teachers design strategy-based instruction that addresses the unique needs of both male and female students. Ultimately, this paper aims to contribute to the growing field of applied linguistics by deepening the understanding of how gender influences strategy use in English language learning.
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