Gender Differences in Language Learning Strategies

Sumarni, Sumarni; Rachmawaty, Noor

doi:10.30605/ethicallingua.v6i1.1169

Cited by 3 publications

(3 citation statements)

References 22 publications

(23 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The rubric included eight measures (0-7), which were used to evaluate students' responses to each test item. According to Green [49], the levels of metacognitive skills are as: "super (85-100), ok (68-84), development (51)(52)(53)(54)(55)(56)(57)(58)(59)(60)(61)(62)(63)(64)(65)(66)(67), cannot really (34)(35)(36)(37)(38)(39)(40)(41)(42)(43)(44)(45)(46)(47)(48)(49)(50), risk (17)(18)(19)(20)(21)(22)(23)(24)(25)(26)(27)(28)(29)(30)(31)…”

Section: Data Collectionmentioning

confidence: 99%

“…Female pupils listen and speak with their left brains, whereas communication tasks are mostly conducted with their left brains. Thus, the left brain is critical for female language abilities [52]. Female students are more sensitive to social work and group work, and they have better questioning skills and are more credible and stronger in language and writing than male students [53].…”

Section: The Correlation Between Metacognitive Skills and Scientific ...mentioning

confidence: 99%

See 1 more Smart Citation

The correlation between metacognitive skills and scientific attitudes towards the retention of male and female students in South Sulawesi, Indonesia

Adiansyah

Corebima

Zubaidah

et al. 2021

IJERE

View full text Add to dashboard Cite

<span>This was quantitative correlational research, which investigated the correlation between metacognitive skills and scientific attitudes towards the retention of male and female students in South Sulawesi, Indonesia. The research sample was biology education students in the second semester, with 104 students consisting of 47 males and 57 females. The instruments employed in this study were those for assessing metacognitive skills, scientific attitudes, and retention. Metacognitive skills and retention were measured using essay tests, while scientific attitudes were measured using observation sheets. The results indicated that the value of the simultaneous contribution of metacognitive skills and scientific attitudes towards to the retention of female students was higher than that of male students. The effective contributions of metacognitive skills and scientific attitude towards male students' retention were 3.33% and 24.67%. Metacognitive skills and scientific attitudes both contribute 14.5% and 17.2%, respectively, to female students’ retention.</span>

show abstract

Section: Data Collectionmentioning

confidence: 99%

Section: The Correlation Between Metacognitive Skills and Scientific ...mentioning

confidence: 99%

The correlation between metacognitive skills and scientific attitudes towards the retention of male and female students in South Sulawesi, Indonesia

Adiansyah

Corebima

Zubaidah

et al. 2021

IJERE

View full text Add to dashboard Cite

show abstract

“…However, the first two studies dealt with university learners, whilst AlSohbani (2018) examined 10th, 11th, and 12th graders. By contrast, research conducted in Singapore by Wharton (2000), in Turkey by Tercanlioglu (2004), and in Indonesia by Sumarni and Rachmawaty (2019) demonstrated that men exceed women in their use of language learning strategies.…”

mentioning

confidence: 93%

Gender-based Differences in EFL Learners' Language Learning Strategies and Productive Vocabulary

Montero-SaizAja

2021

TAPSLA

View full text Add to dashboard Cite

Gender is a key factor in the field of Second Language Acquisition (SLA), where its impact on language learning strategies (Aslan, 2009; Oxford & Nyikos, 1989; Sumarni & Rachmawaty, 2019) and productive vocabulary (Canga Alonso & Arribas García, 2014; Fleckenstein, 2018; Jiménez Catalán & Moreno Espinosa, 2004) has been investigated. However, to our knowledge, there is a lack of research of gender on language learning strategies in relation to productive vocabulary in English as a Foreign Language (EFL). The present study aimed to pursue three objectives. The first one was to ascertain whether males or females employed more language learning strategies. The second objective was to determine whether males or females had more productive vocabulary. Finally, the third objective was to investigate whether there was a statistically significant relationship between language learning strategies and productive vocabulary. The sample consisted of 51 EFL learners (20 males and 31 females) at the second year of Spanish non-compulsory Secondary Education (equivalent to 12th grade). The Strategy Inventory for Language Learning (SILL) questionnaire (Oxford, 1990) and the Productive Vocabulary Levels Test (PVLT) (Laufer & Nation, 1995, 1999) were the instruments employed in order to measure informants’ language learning strategies and productive vocabulary respectively. Afterwards, students’ answers were processed electronically and analyzed quantitatively. Results revealed that females use language learning strategies significantly more than males, but there were not statistically significant differences between them regarding productive vocabulary. Moreover, a positive correlation was found between language learning strategies and productive vocabulary.

show abstract

A Study of Language Learning Strategy Use among Indonesian EFL University Students

Rianto

2020

Register J.

View full text Add to dashboard Cite

This study investigated the use of language learning strategies among 329 Indonesian undergraduate students in their English as foreign language learning. The Strategy Inventory for Language Learning (SILL) Version 7.0 for ESL/EFL learners developed by Oxford was employed to measure the students’ EFL learning strategies based on gender, study program, and English proficiency differences. A descriptive analysis and an independent t-test were used to analyze the collected data. The findings showed that the female, the social science, and the higher English proficiency students used overall language learning strategies more frequently in their EFL learning. Metacognitive was the strategy category most used by the students and compensation was the least used one. The memory, cognitive, metacognitive, affective, and social strategy categories were used at a high level and the compensation strategy category, at a moderate level. Although there were significant differences in the use of overall strategy and strategy categories between males and females and between social science and science students, no significant differences were found in use between students with lower and higher English proficiency. The findings had several practical implications in the process of EFL learning, especially in the higher education context. Keywords: Language Learning Strategy, English Proficiency, Gender, SILL, Study Programs

show abstract

Gender Differences in Language Learning Strategies

Cited by 3 publications

References 22 publications

The correlation between metacognitive skills and scientific attitudes towards the retention of male and female students in South Sulawesi, Indonesia

The correlation between metacognitive skills and scientific attitudes towards the retention of male and female students in South Sulawesi, Indonesia

Gender-based Differences in EFL Learners' Language Learning Strategies and Productive Vocabulary

A Study of Language Learning Strategy Use among Indonesian EFL University Students

Contact Info

Product

Resources

About