“Assessing Students’ Use of Language Learning Strategies and their impact on Gender”: The Case of English Majors of AAU

Document Type : Original Article

Authors

1 Foreign Languages and Literature, social Science and Hummanities, Wolaita Sodo University, Sodo, Ethiopia.

2 Foreign Languages and literature, Social Science and Humanities, Addis Ababa University , Addis Abeba Ethiopia.

10.22034/jhi.2022.323285.1043

Abstract

This study attempted to assess the language learning strategies which were used by English major students of Addis Ababa University. The study employed mixed approach. The type of research method was descriptive survey. The total number of participants was 37 English major students of Addis Ababa University. 32 participants: 20 female and 12 male students were considered for the study. The data were collected through questionnaire and interview. While a thematic content analysis was used using open code software to analyze the qualitative data, SPSS version 24 software was used to analyze the quantitative data. The findings for overall strategy use showed that the participants used a medium range of strategy use (M=3.32, SD=..68). The order of strategy use from the most used to the least used was: metacongitive, social, compensation, cognitive and memory strategies respectively. Low range of strategy use was not found for each of the six strategy categories. The result of the independent t-test revealed a significant difference between males (M = 3.65, SD = .46) and females (M = 3.13, SD = .73) in employing all language learning strategies in general, t (30) = -2.23, p = .03. The result revealed that males tend to use more language learning strategies than females. So as to increase strategies use, language learners are recommended to become familiar with language learning strategies. Finally, factors such as academic achievements, study year and learning styles need to be further investigated.

Keywords


Volume 06, Issue 01
March 2022
Pages 52-61
  • Receive Date: 10 December 2021
  • Revise Date: 04 January 2022
  • Accept Date: 13 February 2022
  • First Publish Date: 13 February 2022