A Comparison between Male and Female Students’ Language Learning Strategies Preference

This research was conducted because of some problems related to speaking anxiety in male and female students in English learning. Some female students looked worried about being pointed out and there were a few students who were able to raise their hands to give opinions. Then, some female students showed anxiety when they became the center of attention. Third, some male students looked hesitant when they pronounced some words. Lastly, some male students felt more comfortable when giving opinions or answering teacher questions by using their first language rather than the English language. Because of these problems, the researcher intended to find out the significant difference on speaking anxiety level between male and female students, and to find out the dominant factor of speaking anxiety in male and female students at the VIIth grade of Islamic Boarding School Ashhabul Yamin Lasi. The research design was Ex Post Facto research. The data were collected by using 18 items of the FLSAS (Foreign Language Speaking Anxiety Scale) questionnaire that were adopted from Ozturk and Gurbuz 2014. There were three indicators of speaking anxiety; Communication Apprehension, Test Anxiety and Fear of Negative Evaluation. The levels of speaking anxiety were low anxiety, moderate anxiety, and high anxiety. The population of this research was all of the seventh grade students which consisted of 3 classes. The sample was 80 students that were selected by using total sampling technique. The research was conducted in February 2022 in Islamic boarding School Ashhabul Yamin Lasi. Then, by using the SPSS program, an independent sample t-test was used to compare speaking anxiety level between male and female students, and a descriptive statistic was used to reveal the dominant factor of speaking anxiety in male and female students. The first result of the research showed that there was a significant difference on speaking anxiety level between male and female students at the VIIth grade of Islamic Boarding School Ashhabul Yamin Lasi. The researcher found the t-obtained (3.484) was higher than T-table (1.990). It means that Ha was accepted and Ho was rejected. The level of speaking anxiety in female students was moderate anxiety and male students were low anxiety. The second results that were the dominant factor of speaking anxiety in male students was test anxiety (18.12%), where it is because of students’ perception about English language. Meanwhile, the dominant factor of speaking anxiety in female students was fear of negative evaluation (20.68%), where it is because of unpreparedness of students.

Knowing students’ language learning strategies is very important in teaching a foreign language. The purpose of this study is to identify language learning strategies used by secondary school students in learning English as a foreign language. The participants of this study were 31 secondary school students in Singkawang. The questionnaires developed by Gursoy (2013) were used as the instrument of data collection in this study. The questionnaires consist of four factors in learning a foreign language, i.e., cognitive and metacognitive strategies and two social-languages, strategies to improve language learning, strategies of facilitation of the reception and production of the target language, and strategies for the consolidation of the target language. Overall, the result of the study shows that the students have strong strategies to study English as a foreign language. By knowing students’ strategies in learning a language is very important to teachers because it can give much information to the teachers for planning their teaching. Keyword: language learning strategies, foreign language, secondary school, students

Research on language learning strategies has been carried out extensively since mid 1990s in Malaysia. These studies have covered the language learning strategies among secondary and undergraduate students but not on primary school students. The main objective of the study was to identify and compare the language learning strategies used by male and female primary school students. Data was collected using a survey questionnaire with 60 students from two classes of primary 6, consisting of 30 male students and 30 female students. The instruments used in this study include a background information questionnaire and a bilingual Language Strategy Use Questionnaire adapted from Language Strategy Use Inventory by Cohen, Oxford and Chi (2002). Data was analyzed through mean, frequency and t-test. The findings revealed that there was a significant difference in the overall use of strategies between male and female students (p = 0.01). Female students tend to use overall language learning strategies more often than male students in learning English language. The pedagogical implications and suggestions for future research are further discussed.

Amidst the COVID-19 pandemic’s pervasive influence, personality remained a key determinant of individuals’ choices and academic accomplishments in higher education (Rodrigues, Rose, and Hewig 2024). Proactive students are more inclined to pursue foreign language proficiency, which is an educational advantage as by becoming equipped with intercultural communication skills, students become better prepared for the contemporary labor market. This research places emphasis on exploring higher education (HE) English for Specific Purposes (ESP) economics and business students’ use of language learning strategies (LLSs) and their self-perceived proactivity, creativity and emotional regulation during the pandemic of COVID-19. Specifically, it assesses students’ individual differences, investigates connections between LLSs and ESP students’ proactivity, creativity, and emotional regulation, and reveals statistically significant predictors of ESP students’ LLS use. The findings indicate that during the COVID-19 pandemic, medium strategy use was observed across all LLSs, and the metacognitive strategy was utilized the most frequently. Female ESP students employed the affective strategy more, whereas male ESP students utilized the cognitive strategy more. Proactivity was positively correlated with most LLSs and was revealed as the most significant predictor of ESP students’ LLS utilization. The findings of this research contribute to LLS comprehension in the pandemic era, provide insights for ESP educators, and highlight the importance of foreign language learner autonomy.Amidst the COVID-19 pandemic’s pervasive influence, personality remained a key determinant of individuals’ choices and academic accomplishments in higher education (Rodrigues, Rose, and Hewig 2024). Proactive students are more inclined to pursue foreign language proficiency, which is an educational advantage as by becoming equipped with intercultural communication skills, students become better prepared for the contemporary labor market. This research places emphasis on exploring higher education (HE) English for Specific Purposes (ESP) economics and business students’ use of language learning strategies (LLSs) and their self-perceived proactivity, creativity and emotional regulation during the pandemic of COVID-19. Specifically, it assesses students’ individual differences, investigates connections between LLSs and ESP students’ proactivity, creativity, and emotional regulation, and reveals statistically significant predictors of ESP students’ LLS use. The findings indicate that during the COVID-19 pandemic, medium strategy use was observed across all LLSs, and the metacognitive strategy was utilized the most frequently. Female ESP students employed the affective strategy more, whereas male ESP students utilized the cognitive strategy more. Proactivity was positively correlated with most LLSs and was revealed as the most significant predictor of ESP students’ LLS utilization. The findings of this research contribute to LLS comprehension in the pandemic era, provide insights for ESP educators, and highlight the importance of foreign language learner autonomy.Amidst the COVID-19 pandemic’s pervasive influence, personality remained a key determinant of individuals’ choices and academic accomplishments in higher education (Rodrigues, Rose, and Hewig 2024). Proactive students are more inclined to pursue foreign language proficiency, which is an educational advantage as by becoming equipped with intercultural communication skills, students become better prepared for the contemporary labor market. This research places emphasis on exploring higher education (HE) English for Specific Purposes (ESP) economics and business students’ use of language learning strategies (LLSs) and their self-perceived proactivity, creativity and emotional regulation during the pandemic of COVID-19. Specifically, it assesses students’ individual differences, investigates connections between LLSs and ESP students’ proactivity, creativity, and emotional regulation, and reveals statistically significant predictors of ESP students’ LLS use. The findings indicate that during the COVID-19 pandemic, medium strategy use was observed across all LLSs, and the metacognitive strategy was utilized the most frequently. Female ESP students employed the affective strategy more, whereas male ESP students utilized the cognitive strategy more. Proactivity was positively correlated with most LLSs and was revealed as the most significant predictor of ESP students’ LLS utilization. The findings of this research contribute to LLS comprehension in the pandemic era, provide insights for ESP educators, and highlight the importance of foreign language learner autonomy.

This study aims at identifying and analyzing linguistic and textual errors in writing narrative texts committed by male and female students of the fourth-semester English department students. The focus is on finding the significant differences between male and female students in terms of the frequencies of linguistic and textual errors in their narrative texts and the factors contributing to the errors. Data were collected through writing tests. Data were analyzed and interpreted by quantitative descriptive analysis and multivariate analysis using Two Ways ANOVA (F-Test) to investigate the significant differences linguistic and textual errors. Then the types of linguistic and textual errors in the two groups of male and female students were compared using descriptive analysis and statistical analysis. The results show that 57.93% of linguistic errors occurred in female’s narrative writing, with 42.07% occurred in male’s. Meanwhile, 46.29% of textual errors occurred in female’s narrative writing, with 53.71% found in the male’s. Statistically, there was no significantly different interaction between male and female students in terms of textual error frequency in writing narrative text, with p = 0.975 (p > 0.05) at the level of significance a = 5 %. And there was a significantly different interaction between male and female students in terms of linguistic error frequency in writing narrative texts, with p = 0.029 (p < 0.05) at the level of significance a = 5%. Several factors that affect female and male students’ errors in their narrative text are intralingual interference, language transfer, lack of knowledge about the narrative text, and gender difference.

The suicide mortality rate per 100 000 population (SMRP) consistently decreased before the COVID-19 pandemic outbreak in Japan and then unexpectedly increased during the pandemic. However, the underlying mechanisms remain poorly understood. To identify trends in and factors associated with suicidal mortality and motives among students in Japan from 2007 to 2022. In this cross-sectional study, data on SMRPs among Japanese middle-school, high-school, and university students were obtained from the government suicide database Suicide Statistics of the National Police Agency. Age-dependent and temporal fluctuations in annual SMRPs, disaggregated by suicidal motive (7 categories and 52 subcategories), sex, and school, were analyzed using linear mixed-effect and joinpoint regression models, respectively. Total suicide numbers from 2007 to 2022 were as follows: 760 male middle-school students, 635 female middle-school students, 2376 male high-school students, 1566 female high-school students, 5179 male university students, and 1880 female university students. The mean (SD) student populations from 2007 to 2022 were as follows: 1 752 737 (81 334) male middle-school students, 1 675 572 (78 824) female middle-school students, 1 648 274 (67 520) male high-school students, 1 614 828 (60 032) female high-school students, 1 652 689 (32 724) male university students, and 1 229 142 (57 484) female university students. Among male students, the leading motives were school-related factors (underachievement and worrying about the future), followed by family-related and health-related motives. Among female students, school-related and family-related motives decreased, but health-related motives showed an age-dependent increase. The SMRPs of middle-school male students and female students were almost equal (mean [SD], 2.7 [1.0] vs 2.4 [1.4]), but the age-dependent increase in SMRPs among male students was pronounced (mean [SD], high-school vs university male students, 9.1 [2.4] vs 19.6 [3.0]; high-school vs university female students, 6.1 [2.4] vs 9.6 [1.8]). However, the incidence of suicide among high-school students associated with health-related motives was greater in female students. The majority of suicides associated with major impactable suicidal motives (school-related, health-related, and family-related motives) began increasing before the pandemic. Changes in SMRP associated with interpersonal relationships, such as conflict with classmates or parents, were not significant, but the rates increased greatly during the pandemic. School-related, health-related, and family-related problems were major motives, whereas the impacts of health-related and family-related motives increased and decreased with age, respectively. Notably, most SMRPs associated with major impactable motives (underachievement, conflict with a parent or classmate, and mental illnesses) had already begun increasing in the late 2010s, indicating that recent increasing SMRPs among school-aged individuals were associated with pandemic-related factors and other factors affecting this generation before the pandemic. It may be inappropriate to uniformly apply research findings based on school-aged individuals to school-based suicide prevention programs for students in middle school, high school, and university.

Motivation plays a crucial role in determining the success of language learning, but it is a multifaceted and dynamic phenomenon influenced by various internal and external factors. This empirical study investigates EFL students’ preferred motivational orientations, intrinsic and extrinsic factors as well as gender differences in learning English as a foreign language at a private university in Southern Vietnam. In the study, 320 male and female students majoring in English Studies at a faculty of languages of the university were involved as participants. The data was collected through questionnaires. The results showed that the students’ motivational orientations of learning English were at a high level both extrinsically and intrinsically. Besides, the majority of the students were more extrinsically motivated to learn English, and their extrinsic motivations were focused on career and economic enhancement and on communicating and affiliating with foreigners. In terms of gender differences, it was found that female students were more extrinsically motivated than male students in learning English. The study also provides evidence-based implications for EFL students, teachers and administrators, who are interested in integrating English learning motivation into learning and teaching the language.

This study explores the impact of gender roles on the use of language learning strategies among English as a Foreign Language (EFL) students. The research addresses two main questions: 1) How do gender roles influence language learning strategies? and 2) What are the students' preferences in the use of these strategies? The study employs a descriptive qualitative methodology, incorporating interviews, classroom observations, and questionnaires to gather data. The research findings reveal significant differences in the language learning strategies employed by male and female students. These differences are analyzed in relation to psychological factors, as discussed by Zoltán Dörnyei. The data reduction process, guided by Miles and Huberman's framework, includes condensation, data display, and conclusion drawing and verification. The analysis shows that while male students tend to favor more competitive and autonomous learning strategies, female students often prefer collaborative and communicative approaches. Additionally, the study highlights the role of cultural and social expectations in shaping these preferences. This research contributes to a deeper understanding of the intricate relationship between gender and language learning strategies, offering insights that can inform teaching practices and curriculum development. By examining the specific needs and preferences of male and female EFL students, educators can develop more effective, inclusive, and supportive language learning environments.

This study was conducted to estimate the prevalence of constipation, bowel habits and nutrient intakes of college students. The subjects were 353 college students (166 males and 187 females) aged 19 to 29 years in Incheon area. The subjects were asked about bowel habits and dietary intake using questionnaires during march, 2008 and the prevalence of functional constipation (FC) was based on the Rome II criteria. The prevalence of FC in male and female students was 12.7% and 28.9%, respectively. The prevalence of self-reported constipation in male and female students was 12.0% and 36.9%, respectively. Both were higher in female students compared to male students. Among the subjects that have self-reported constipation, proportions of FC were 35.0% in male students and 55.1% in female students. Of subjects that did not self-reported constipation, the proportions of FC were 9.6% in male students and 13.6% in female students. Over 90% of respondents that self-reported constipation in male students, had neither visited a hospital and nor used laxatives or functional foods for constipation relief. Seventy five point three percent of male students, and 40.1% of female students, had a defecation frequency of over 5 times per week (p < 0.001). Ratios intaken under the estimated average requirement (EAR) of Vit A, Vit C, folic acid and Ca were over the 50% regardless of functional constipation. Mean daily consumption of total dietary fiber was 15.0 g/day in male students and 13.5 g/day in female students. According to these results, both functional constipation and self-reported constipation are more frequent in female college students and further studies are required in case-control study and related to psychological factors as well as nutrients to relieve of constipation. (Korean J Nutr 2009; 42(8): 702 ~ 713)

Background and Aim: The present research was done with the aim to compare the effectiveness of study methods and time management training, on the academic self-Efficacy, academic self-regulation and performance in biology course of female and male students of twelfth grade in experimental science major. Methods: The research method was quasi-experimental with a pretest and posttest design in addition to the control group. The statistical society consisted of all female and male students in twelfth grade of experimental sciences major in Tabriz city during 2021-2022; among them 52 students were selected in one step cluster sampling method as the sample case and categorized in two groups of experimental group (26 students) and the control group (26 students). In order to estimate students’ academic self-efficacy, the standard questionnaire of Jinks and Morgan (1999) was applied. Savari and Arabzadeh (2013) questionnaire was used to analyze their academic self-regulation; and to evaluate students’ performance, their current and previous academic year’s final scores in biology course was utilized. The validity of research instruments was confirmed by the approval of specialists and the reliability was estimated and approved by calculating Cronbach alpha coefficient (α&gt; 0.7). Prior to the study, pre-test of academic self-efficacy and academic self-regulation was implemented in both groups. The experimental group had received study methods and time management trainings through a package in 8 sessions with 60 minutes training, but the control group had not received any training therapy. After the training course in the post-test stage, both of the groups answered to the research instruments of the pre-test stage. Students’ final scores in biology lesson of previous and current academic year was also gained. The research data was analyzed with analysis of covariance using SPSS. Results: Based on the obtained results, the study methods and time management training had the same effectiveness on female and male students’ academic self-efficacy, academic self-regulation and performance in biology course. Conclusion: According to the results of the research, critical thinking and social cognitive training has increased the emotional readiness of female students in the first year of high school. Critical thinking training created a significant difference between the control and experimental groups in terms of the variable of emotional creativity. Also, critical thinking and social cognitive training has improved innovation in female students of the first year of high school. Teaching critical thinking and social cognition has not had a significant impact on students.

This research studies the difference between male and female language style of students at FKIP UHN Pematangsiantar.This research focused on what language style are used by male and students of at FKIP UHN Pematangsiantar the differences of male and female students language style at FKIP UHN Pemtangsiantar.This research applies descriptive qualitative research, aimed at describing language style of eight grade students at FKIP UHN Pematangsiantar.The subject of this study are 10 students, consists of 5 male students and 5 female students.The data were collected through recording and observation.The method covers research design, the subject, the object, the instrument, the technique of collecting data and the technique of analyzing data.The result of this research shows that there are two language style that used by male students, three language styles used by female students.The difference language style between male and female students found that intimate style used by female students but male students didn't used intimate language style.Finally, from the result of the data analysis, the writer found that every students have different language style.Male and female students at FKIP UHN Pematangsiantar used three types of language style from five language style.Formal and casual style used by male students and formal, casual and intimate style used by female students.

To investigate language learning strategies used by Thai and Vietnmese university students, to compare the use of the strategies by the two groups of students, and to study the influence of gender, motivation, and experience in studying English on their choice of the language learning strategies. The participants are 84 Thai and 52 Vietnamese first or second-year students at Chulalongkorn University, Thailand, and The University of Social Science and Humanities, Hanoi, Vietnam. The Strategy Inventory for Language Learning (SILL) developed by Oxford (1990) and semi-structured interviews are used as research instruments. Descriptive and inferential statistics are used to determine the rank of the strategies chosen and the relationship between the three variables and the choices of language learning strategies. The results of the analysis reveal that Thai students used compensation most, followed by cognitive, metacognitive, social, affective and memory strategy categories, respectively. As for Vietnamese students, the most frequently used strategy category is compensation, followed by social, metacognitive, affective, cognitive, and memory categories. The similarity of these two groups of students is that they use compensation category most, and memory category least. Concerning individual strategy, it is found that Thai students tend to guess meanings of unfamiliar words, use circumlocutions or synonyms, use glossaries or dictionaries, whereas Vietnamese students tend to encourage themselves to try harder, and pay attention when someone is speaking. The study also shows that motivation is the most significant factor factor affecting the choice of the strategies, followed by experience in studying English. Gender is the least significant factor. Furthermore, the analysis also shows that lowly-motivated and inexperienced Thai female students tend to use the six strategy categories less than their Vietnamese counterparts. The results of the study are useful particularly to educational planners, methodologists, and classroom teachers; they not only help them understand the strategies used by Thai students in learning English better, but also facilitate the process of improving English education in Thailand.

In order to investigate Korean high school students’ dietary behavior and food preference to provide some information for nutrition education, a cross‐sectional survey was conducted using a questionnaire. The subjects were 276 high school students (male 138, female 138) in Incheon metropolitan city, Korea. The statistical data were analyzed with SPSS 12.0 program. The average height and weight of male students are 174.5 cm and 66.1 kg, respectively. The average height and weight of female students are 162.3 cm and 51.9 kg, respectively. As for meal regularity, there was significant difference between male and female students (p&lt;0.05); female student significantly more skipped dinner compared to male students. Female students ate snack such as sweet cookies, ice cream and chocolate more frequently compared to male students (p&lt;0.01). As for eating speed, there was no significant difference between male and female students; most students ate a meal within 20 minutes. As for balanced meal, male students ate significantly more balanced meal compared to female students (p&lt;0.01). As for food preference, male students significantly preferred meat (p&lt;0.01), grain (p&lt;0.05), milk (p&lt;0.001) and female students significantly preferred fruit (p&lt;0.05). However, there was no significant difference between male and female students in vegetable and fish preference which was low. Therefore, a variety of nutrition education program by gender should be developed to correct Korean high school students’ dietary behavior.

The article is devoted to the problem of interpersonal interaction creation by male and female technical profile students. Results of the empirical research showed that male students of a technical profile have a dominant tendency in interaction, while female students have a tendency to be sensitive and friendly. A high level of sociability is common to both male and female students, which contributes to the emergence of attraction. Technical profile students have a high level of desire for people and a relatively significant fear of being rejected. Female students are more eager to establish friendships with others than male students, but they are also more afraid of being rejected in communication and interaction than male students. Male students have an active desire to win leadership positions, social recognition, and a high status in the system of interpersonal relations. They are able to take responsibility and to be persistent in their beliefs, to insist on their own. Instead, female students have an internal desire to accept group standards, values, traditions, the ability to make contact. Such traits as modesty, timidity, shyness, and the ability to forgive are inherent to them. They strive to take care of close people, show tolerance towards others. Thus, male and female technical profile students have different specifics of interpersonal interaction creation, in particular, they are affected by different factors of interpersonal interaction and strategies for creation of interpersonal relationships.

The purpose of this study was to examine Chinese undergraduate students’ language learning strategy use in flipped English learning and the effect of gender and language proficiency on strategy use. It aimed to enrich the research on language learning strategies as well as the flipped classroom and render implications to EFL instructors on developing students’ language learning strategy use in flipped English learning. Research questions in this study revolved around identifying the most and least frequently used language learning strategies in Chinese undergraduate students’ flipped English learning, and the influence of gender as well as language proficiency on the frequency of students’ strategy use. In this study, the researchers employed random sampling to select 109 students enrolled in the flipped English course for non-English majors at H University in China. Oxford’s (1990) Strategies Inventory of Language Learning (SILL) was modified for a flipped classroom context and employed to collect data. T-tests and ANOVAs were used to analyze the data. The results revealed that participants employed language learning strategies with medium frequency in flipped English learning. While they employed social strategies the most frequently, they used metacognitive strategies the least frequently. Furthermore, the male and female participants were not significantly different in their strategy use. However, there was a significant difference in strategy use in relation to English language proficiency in that high proficiency students employed strategies more frequently than low proficiency students. Pedagogical implications are provided.