Preferred Language Learning Strategies Employment Based on Gender

DOI

10.2991/assehr.k.211227.015How to use a DOI?

Keywords

gender; language learning; language learning strategies

Abstract

Language Learning Strategies (LLSs) may be employed differently by male or female students to facilitate learning. Therefore, how LLSs may differ according to gender should be further investigated. This research aims to measure LLSs employed by students majoring in the English Department of a university in Yogyakarta, Indonesia. One hundred sixty-four (164) first-year students were given a SILL questionnaire. The findings revealed that the employment of the six learning strategies was relatively similar as all of them fell into the moderately employed category. The strategy which had the highest mean score was for metacognitive strategies (M=2.94) followed by compensation strategies (M=2.65), cognitive strategies (M=2.50), affective and memory strategies (M=2.43), and social strategies (M=2.33). The result of the t-test analysis showed that the employment of LLSs according to gender was not significantly different between male and female students (p = 0.141, p > 0.05; t = 1.481). The study discussed the possibility of the absence of the difference and concluded by proposing some implications.

Copyright

© 2021 The Authors. Published by Atlantis Press SARL.

Open Access

This is an open access article under the CC BY-NC license.

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TY  - CONF
AU  - Ika Wahyuni Lestari
AU  - Muhammad Ilham Azizi
PY  - 2021
DA  - 2021/12/29
TI  - Preferred Language Learning Strategies Employment Based on Gender
BT  - Proceedings of the International Conference on Sustainable Innovation Track Humanities Education and Social Sciences (ICSIHESS 2021)
PB  - Atlantis Press
SP  - 87
EP  - 92
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.211227.015
DO  - 10.2991/assehr.k.211227.015
ID  - Lestari2021
ER  -