THE ROLE OF GENDER AND LANGUAGE LEARNING STRATEGIES IN LEARNING ENGLISH
Abstract
English has become a pressing global necessity, as it serves as the primary language for business communication and cross-cultural interactions. The effectiveness of English language acquisition is significantly influenced by the use of language learning strategies (LLSs), which often vary based on gender. Research highlights that male and female learners exhibit distinct preferences for certain strategies, driven by differences in motivation, societal expectations, and learning behaviours. This paper explores the language learning strategies employed by male and female students, analysing how these strategies relate to gender differences and their impact on language learning outcomes.
References
1. Cameron, D. (2004). *Feminism and linguistic theory* (2nd ed.). Palgrave Macmillan.
2. Collins Cobuild English Dictionary. (1995). *Collins Cobuild English Dictionary* (2nd ed.). HarperCollins Publishers.
3. Green, J. M., & Oxford, R. L. (1995). A closer look at learning strategies, L2 proficiency, and gender. *TESOL Quarterly*, 29(2), 261-297.
4. MacIntyre, P. D., & Gardner, R. C. (1994). The subtle effects of language anxiety on cognitive processing in the second language. *Language Learning*, 44(2), 283-305.
5. O'Malley, J. M., & Chamot, A. U. (1990). *Learning strategies in second language acquisition*. Cambridge University Press.
6. Oxford, R. L. (1990). *Language learning strategies: What every teacher should know.* Newbury House Publishers.
7. Oxford, R. L. (2011). *Teaching and researching language learning strategies*. Pearson Education Limited.
