Deakin University
Browse

File(s) under permanent embargo

Gender and language learning strategies: looking beyond the categories

journal contribution
posted on 2012-01-01, 00:00 authored by Indika LiyanageIndika Liyanage, B J Bartlett
Research on language learning strategies (LLS) has pointed to a significant association at a general level between learners' gender and their choice of LLS. To explore this generality further, we conducted a study on gender and strategy use with Sri Lankan learners (N=886) of English as a second language (ESL) in five different learning contexts: speaking in class, listening in class, listening and speaking outside class, reading in class and writing in class. We found that when preferences for individual strategies were considered rather than for strategies in some broadly categorised group such as cognitive, metacognitive or affective strategies, some preferences did not associate with gender; nevertheless, some strategies were clearly preferred by males while others were clearly preferred by females. Perhaps most importantly for teacher development, we found that there were distinct preferences for males and females depending on the learning contexts in which specific strategies were reportedly being utilised.

History

Journal

Language learning journal

Volume

40

Issue

2

Pagination

237 - 253

Publisher

Routledge

Location

Abingdon, Eng.

ISSN

0957-1736

eISSN

1753-2167

Language

eng

Publication classification

C Journal article; C1.1 Refereed article in a scholarly journal

Copyright notice

2012, Association for Language Learning

Usage metrics

    Research Publications

    Exports

    RefWorks
    BibTeX
    Ref. manager
    Endnote
    DataCite
    NLM
    DC