Foreign Language Learning Strategy Use & Gender: The Case of Birzeit University Students

Abstract

The current study aimed at investigating the use of foreign language learning strategies among 178 students at Birzeit University enrolled in the English Communication course of B2, 2203. Besides, the study examined the relationship between participants’ gender and their foreign language learning strategy use. Oxford’s taxonomy for language learning strategies (1990) was utilized. In this taxonomy, language learning strategies are classified into the following six main categories: cognitive, memory, metacognitive, compensation, social and affective- strategies. A questionnaire comprising Oxford's taxonomy for second language learning strategies (1990) was used as an instrument for surveying the language learning strategies. The overall strategy used by the whole sample was found to be located in the medium range of strategies used. While metacognitive the participants reported strategies as the most utilized strategies. Affective strategies registered the lowest use by them. The results of the t-test indicated no statistically significant difference in the participants’ use of different learning approaches with respect to the gender variable. Conclusions and pedagogical implications of the results were discussed.