Gender Difference in Preferences for Second Language Vocabulary Learning Strategies: A Pilot Study

Abstract

Vocabulary learning strategies play an indispensable role in assisting foreign language learners in expansion of their lexicon albeit efficaciousness of each strategy largely contingent upon preferences of individual learners. The present pilot study aims at investigating gender difference in preferences for second language vocabulary learning strategies. Self-report questionnaires on frequency of usage of distinct vocabulary learning strategies were distributed to 15 Thai learners of English at tertiary level. Male students were discovered to employ form-focused strategies as well as metacognitive monitoring and evaluation strategies more frequently whilst female students were found to adopt meaning-focused cognitive strategies and metacognitive planning strategies more frequently than their counterparts do. Such gender difference may illuminate instruction on vocabulary learning strategies in foreign language classrooms by encouraging teachers to take gender of students into consideration whilst planning vocabulary lessons in a bid to maximize pedagogical efficacy.

State Boredom Partially Accounts for Gender Differences in Novel Lexicon Learning

“…Although previous literature has demonstrated gender-related differences in boredom (e.g., Vodanovich and Kass, 1990 ; Von Gemmingen et al, 2003 ; Vodanovich et al, 2011 ; Liu et al, 2013 ; Pawlak et al, 2020 ) as well as in language learning (e.g., Sunderland, 2000 ; Gu, 2002 ; Lynn et al, 2005 ; Jiménez, 2010 ; Scheiber et al, 2015 ; Ng, 2018 ), whether gender differences would be similar in subtypes of boredom (i.e., state boredom or trait boredom) remains unclear. Moreover, few if any studies have differentiated the effects of trait boredom and state boredom on language learning and examined the contributions of these boredom subtypes to gender differences in lexicon learning.…”

“…Concerning the semantic fields, female students were better at acquiring vocabulary describing story characters, whereas male students were better at acquiring vocabulary related to sports and geography ( Jiménez, 2010 ). On vocabulary learning strategies, male students tended to use form-focused memory, cognitive processes, and metacognitive monitoring more frequently, while female students possessed a disposition to adopt meaning-focused cognitive strategies and metacognitive planning strategies more frequently ( Van et al, 2015 ; Ng, 2018 ). In summary, findings on gender differences depend on the aspects examined, and little research has been conducted to examine gender effects on novel lexicon learning achievement.…”

“…Gender-related differences have been consistently observed in various aspects of language learning. For example, previous research has demonstrated that female learners are likely to perform better than male learners in multiple language learning, such as clearer pronunciation, politer language, better oral communication, and faster vocabulary learning speed (e.g., Gass and Varonis, 1986 ; Lynn et al, 2005 ; Van et al, 2015 ; Ng, 2018 ; Syafrizal and Putri, 2020 ).…”

Cognitive and Affective Factors in Relation to Learning

“…Concerning the semantic fields, female students were better at acquiring vocabulary describing story characters, whereas male students were better at acquiring vocabulary related to sports and geography (Jiménez, 2010). On vocabulary learning strategies, male students tended to use form-focused memory, cognitive processes, and metacognitive monitoring more frequently, while female students possessed a disposition to adopt meaningfocused cognitive strategies and metacognitive planning strategies more frequently (Van et al, 2015;Ng, 2018). In summary, findings on gender differences depend on the aspects examined, and little research has been conducted to examine gender effects on novel lexicon learning achievement.…”

Visual Analysis of Literature Evolution on Gender Imbalance in Organization Leadership

“…In 2020, female students accounted for 52.04 percent of college students in China, while male students only accounted for 47.96 percent. Female students are significantly better than male students in language ability, image thinking, memory, detail observation, and other aspects, which may be the reason why female students are higher than male students in the higher education system (Ng, 2018;Zhao, 2022). In addition, statistics show that the average financial performance of businesses run by female entrepreneurs is significantly higher than the national average (Elias, 2018).…”