Gender and Language Learning Strategy Use―in the Case of Chinese High School Stu

[a]　School　of　Foreign　languages，　University　of　Jinan，　Jinan　250022，　Shandong，　China.

*　Corresponding　author.

Received　8　October　2012；　accepted　13　December　2012

Abstract

The　present　study　investigated　the　relationship　between　gender　and　learning　strategy　preferences　of　Chinese　senior　high　school　students.　Analyses　indicated　that　high　school　students　under　investigation　used　a　variety　of　learning　strategies　to　study　English　at　a　medium　to　low　frequency.　Female　students　used　more　learning　strategies　and　at　a　greater　frequency　than　male　students.　The　findings　of　the　study　will　cast　some　light　on　Chinese　EFL　teaching，　learning　and　future　studies.

Key　words：　Gender；　English　learning　strategy；　High　school　students

LIU　Min　（2012）.　Gender　and　Language　Learning　Strategy　Use―in　the　Case　of　Chinese　High　School　Students.　Studies　in　Literature　and　Language，　5（3），　-0.　Available　from：　http：///index.php/sll/article/view/j.sll.1923156320120503.ZR7ML

DOI：　http：///10.3968/j.sll.1923156320120503.ZR7ML

INTRODUCTION

The　importance　of　language　learning　strategies　as　key　factors　in　the　acquisition　of　English　as　a　second　or　foreign　language　is　a　topic　that　commanded　the　attention　of　researchers　worldwide　（Green　&　Oxford，　1995）.　Ever　since　the　mid-1970s，　numerous　studies　have　been　conducted　in　this　area.　The　findings　suggest　that　learning　strategies　play　an　important　role　in　the　process　of　language　learning，　and　the　appropriate　use　of　learning　strategies　is　an　indispensable　factor　determining　autonomous　study　effect.

Recently，　some　studies　indicate　that　use　of　strategy　vary　significantly　with　factors　such　as　socio-economic　group，　sex，　and　ethnicity　（Ellis，　1994）.　For　example，　some　studies　found　gender　differences　in　the　choice　and　adaptation　of　learning　strategies　（Ehrman　&　Oxford，　1989；　Bacon，　1992）.　In　general，　females，　more　often　than　not，　tended　to　use　greater　numbers　of　strategies　than　males　for　language　learning　（Politzer，　1983；　Ehram　&　Oxford，　1989；　Green，　1991；　Green　&　Oxford，　1995）.　Oxford　and　Nyikos　（1989），　for　example，　found　that　female　learners　use　more　strategies.　In　Puerto　Rico　their　study　in　Puerto　Rico　（Green　&　Oxford，　1995），　findings　indicated　more　use　of　strategies　by　female　students.　According　to　Goh　and　Kwah’s　（1997），　“175　Chinese　students　who　learned　English　as　a　second　language　in　Singapore　also　reported　that　strategy　use　was　significantly　related　to　gender”.

Language　learning　strategy　research　emerged　in　China　in　the　early　1980s.　Sy　（1994，　cited　from　Green　&　Oxford，　1995）　found　that　Chinese　EFL　learners　showed　significant　gender　differences　and　females　reported　using　more　cognitive，　compensation，　metacognitive，　and　social　strategies　than　males.　Li　（2002）　investigated　the　relationship　between　gender　and　learning　strategies　adoptation　among　120　Chinese　students　in　Nanjing，　but　no　significant　difference　was　found　in　all　six　strategy　categories.　She　commented　that　this　result　was　on　account　of　high　motivation　the　subjects　had.　Compared　with　the　considerable　research　in　learning　strategies　worldwide，　relatively　fewer　studies　have　been　conducted　in　the　China　context.　Motivated　by　such　research　gaps，　the　current　study　tried　to　investigate　and　analyze　the　relationship　between　learning　strategy　preferences　and　gender　of　Chinese　high　school　students　learning　English.　It　is　the　hope　of　the　researcher　that　it　may　provide　teachers　with　a　better　understanding　of　learning　strategies　use　among　high　school　students.

1. METHODOLOGY

1.1 Research　Questions

The　current　study　is　intended　to　answer　the　following　questions：　What　are　the　learning　strategies　commonly　used　by　high　school　students　under　investigation？　Is　there　any　relationship　between　gender　and　strategy　use？　Is　there　any　difference　in　gender　and　individual　strategy　use？

1.2 Participants

A　total　of　357　third-year　high　school　students　were　randomly　selected　to　participant　in　this　study.　They　came　from　two　schools　in　Dezhou，　Shandong　province.　221　from　Qihe　High　School　and　136　from　Yucai　Middle　School

a　key　high　school　and　an　ordinary　high　school　respectively.　Among　the　346　subjects，　209　were　males　and　137　were　females，　covering　students　for　sciences　and　humanities.　They　aged　from　16　to　20　with　the　average　being　18.4.

1.3 Instruments

The　Strategy　Inventory　for　Language　Learning　（SILL）　version　7.0

developed　by　Rebecca　Oxford

was　used　as　a　paper

and

pencil　instrument　to　investigate　language　learning　preferences.　“As　a　50-item　self-report　survey”　（Rebecca　Oxford，　1989），　this　questionnaire　was　intended　to　measure　the　frequency　and　patterns　of　learning　strategies　use　of　ESL/EFL　learners.　It　is　made　up　of　fifty　statements　which　are　the　descriptions　of　strategy　use　among　English　learners　and　a　background　part，　which　is　incorporated　to　collect　demographic　information　involving　school，　gender，　age，　etc..　Participants　are　required　to　check　their　choice　towards　each　item.　Each　statement　uses　a　5-point　Likert　scale　ranging　from　1　（“Never　or　almost　never　true　of　me”）　to　5　（“Always　or　almost　always　true　of　me”）.　Reliability　（Cronbach　alpha）　of　the　SILL　is　reported　as　0.93-0.98，　depending　on　whether　the　subjects　who　respond　to　the　SILL　in　their　own　language　or　in　a　second　language　（Green　&　Oxford，　1995）.

1.4 Data　Collection　Procedure

In　April，　2011，　the　questionnaires　were　distributed　to　the　subjects　in　regular　class　time　with　the　help　of　their　English　teacher.　All　the　participants　were　received　the　same　guidance　on　how　to　complete　the　SILL　in　order　to　minimize　confusion.　Students　were　given　25　minutes，　which　was　enough　for　the　participants　to　finish　it.　Samples　were　narrowed　down　to　346　after　a　preliminary　check　of　the　questionnaires.　11　subjects　were　eliminated　for　providing　unreliable　responses.

1.5 Data　Analysis

The　questionnaire　response　were　keyed　into　the　computer　and　crosschecked　for　accuracy.　The　researchers　used　Package　for　Social　Science　11.0　（SPSS　16.0）　to　identify　whether　there　was　any　significant　correlation　between　strategy　use　and　gender.

2. RESULTS　AND　DISCUSSION

2.1 Overall　Use　of　Language　Learning　Strategies

Descriptive　statistical　analyses　were　used　to　investigate　what　kind　of　learning　strategies　used　by　the　subjects　and　in　what　frequency.　The　SILL　average　value　for　each　category　summarized　in　Table　1　indicated　that　Chinese　high　school　students　under　investigation　used　all　the　six　types　of　learning　strategies.　According　to　Oxford’s　（1990）　classification，　the　range　of　3.5-5.0　（mean　score）　for　each　of　the　SILL　item　is　thought　to　reflect　the　high　level　use　of　the　strategy；　a　mean　of　all　participants　in　the　range　of　2.5-3.4　is　thought　to　be　in　medium　use，　and　1.0-2.4　belongs　to　low　use.　As　displayed　in　Table　1，　the　mean　value　of　the　total　strategy　was　2.70，　and　218　（63%）　participants’　mean　scores　were　classified　as　the　medium　use.

Table　1

Mean　Value　of　Overall　Strategy　Use

Strategy　group M SD Rank　order　of　usage

Memory　strategies 2.53 .48 5

Cognitive　strategies 2.75 .63 3

Compensation　strategies 3.09 .76 1

Metacognitive　strategies 2.81 .46 2

Affective　strategies 2.59 .46 4

Social　strategies 2.38 .35 6

Overall　SILL 2.70 .56

Note：　M　=　Mean；　SD　=　Standard　Deviation

As　Table　1　indicates，　learning　strategy　use　is　at　moderate　level　overall　（M　=　2.70，　SD　=　.56）.　The　most　frequently　used　category　of　strategies　were　compensation　strategies　（M　=　3.09，　SD　=　.76），　followed　by　metacognitive　（M　=　2.81，　SD　=　.46），　and　cognitive　strategies　（M　=　2.75，　SD　=　.63）.　Social　strategies　（M　=　2.38，　SD　=　.35）　were　the　least　used　category　by　participants　in　the　study.

The　findings　indicated　that　instead　of　a　high　level，　students　used　learning　strategies　at　a　medium　frequency　level.　Somewhat　similar　results　were　found　by　Zhang　（1999）　in　his　study，　which　suggested　that　Chinese　high　school　students　used　limited　number　and　types　of　strategy　at　a　medium　frequency　level.　The　frequencies　seemed　to　be　lower　than　those　found　with　other　samples　of　learners　（Oxford　et　al.，　1989；　Oxford　&　Burry-Stock，　1995；　Oxford　&　Ehrman，　1995）.

A　possible　explanation　is　that　frequency　of　use　of　language　learning　strategies　may，　to　some　extent，　related　to　whether　students　are　in　an　ESL　or　EFL　setting　（Oxford　&　Burry-Stock，　1995）.　The　former　SILL　studies　indicated　that　students　in　EFL　situations　may　use　language　learning　strategies　at　a　higher　level　than　those　in　foreign　language　classrooms　（Green　&　Oxford，　1995）.　The　SILL　studies　in　Asia　in　an　EFL　setting　indicated　that　nearly　all　the　six　strategy　category　were　used　at　medium　or　low　level　（Oxford　&　Burry-Stock，　1995）.

The　findings　suggest　that　it　is　important　to　incorporate　language　learning　strategies　into　language　courses　since　appropriate　use　of　certain　learning　strategies　make　such　a　difference　to　learning　success.　Therefore，　it　is　the　mission　of　foreign　language　teachers，　who　can　play　a　vital　role　in　strategy　training，　to　instruct　language　learners　on　how　to　apply　learning　strategies　to　varied　language　activities　and　how　to　adjust　to　new　tasks　in　language　teaching　and　learning　process　（O’Malley　et　al.，　1985b）.　In　this　aspect，　teachers　are　not　only　the　ones　who　provide　new　information　and　monitor　classroom　activities，　but　the　ones　who　can　create　opportunities　for　language　learners　to　become　acquainted　with　and　put　in　practice　the　strategies　that　are　appropriate　for　tasks　in　learning　activities.

2.2 Gender　and　Language　Learning　Strategy　Use

Table　2

Results　of　Use　of　the　Six　Categories　of　Strategies　by　Gender

Dependent　variable：

（SILL　category） Female Male

M SD M SD T Sig.

Memory 2.63 .43 2.38 .43 4.68* .000

Cognitive 2.90 .44 2.60 .48 5.01* .000

Compensation 3.10 .46 2.99 .49 1.95 .053

Metacognitive 2.96 .54 2.60 .55 5.27* .000

Affective 2.72 .49 2.40 .53 4.30* .000

Social 2.53 .58 2.19 .61 5.37* .000

Overall　SILL 2.76 .37 2.49 .41 5.63* .000

*　The　mean　difference　is　significant　at　the　.05　level.

As　shown　in　Table　2，　results　of　the　independent-samples　t-tests　revealed　that　females　under　investigation　used　more　learning　strategies　than　males　in　the　overall　strategy　use　and　five　strategy　categories　in　SILL，　and　the　difference　meet　significantly　level.　The　findings　were　consistent　with　other　previous　research　studies，　which　repeatedly　demonstrated　that　females　tend　to　use　greater　numbers　of　strategies　than　do　males　（e.g.　Ehram　&　Oxford，　1989；　Oxford　&　Nyikos，　1989；　Green，　1991；　Green　&　Oxford，　1993）.

In　the　present　study，　the　mean　of　compensation　strategies　between　the　two　groups　are　close.　Compensation　strategies　refer　to　such　strategies　as　guessing　or　using　synonyms，　allow　learners　to　use　the　language　despite　their　limitations　in　knowledge.　The　high　school　students　under　investigation　reported　using　compensation　strategies　at　a　comparatively　higher　level.　They　were　at　the　beginning　or　early　intermediate　level　of　English　proficiency.　Because　of　their　limitations　in　knowledge　of　grammar　and　the　poor　command　of　vocabulary，　they　have　to　find　ways　to　make　up　for　it　（Oxford　&　Ehrman，　1995）.　In　addition，　as　shown　by　interview　results，　guessing　strategy　was　one　of　the　strategies　that　had　been　introduced　by　their　teachers　in　classroom.　Eleven　out　of　the　15　interviewees　responded　that　teachers　encouraged　them　to　overcome　their　reading　obstacles　by　the　use　of　strategies　like　guessing　from　the　context，　and　it　was　especially　useful　in　reading　English.　There　is　no　wonder　that　both　female　and　male　students　reported　using　compensation　strategy　in　a　high　level.

To　explain　why　female　students　used　greater　numbers　of　strategies　than　males，　a　possible　explanation　for　female’s　more　use　of　learning　strategy　is　that　girls　generally　have　more　favourable　attitudes　and　confidence　toward　language　learning　than　boys.　These　attitudes　might　be　influenced　by　social　factors　such　as　parental　attitude，　gender-related　beliefs，　and　career　choices.　It　is　likely　that　they　are　more　open　to　new　linguistic　form　in　a　foreign　language　（Ellis，　1994）.　Therefore，　females　might　be　more　active　to　employ　some　learning　strategies　to　make　learning　easier　and　more　effective.

A　second　possible　explanation　is　that　females　are　usually　better　language　learner　than　males.　The　results　was　consistent　with　Wen　and　Johnson　（1997），　who　found　Chinese　females　learning　English　were　more　proficient　than　their　male　counterparts.　As　higher　achievers，　they　seem　to　show　more　interest　in　language　learning　and　have　more　confidence　using　more　strategies　to　enhance　language　learning.

2.3 Gender　and　the　Use　of　Individual　Strategies

Independent-samples　t-test　indicated　that　17　of　50　SILL　items　were　used　significantly　more　often　by　female　students.　These　were　listed　in　Table　3.　On　the　contrary，　in　terms　of　item　24　and　26，　the　mean　strategy　use　by　males　was　a　little　higher　than　that　of　females，　but　the　difference　had　any　significant　level.

Item　24 To　understand　unfamiliar　English　words，　I　make　guesses.

（F　=　1.81，　P　=　.071）.

Item　26 I　make　up　new　words　if　I　do　not　know　the　right　ones　in　English.

（F　=　1.72，　P　=　.054）.

Table　3

Items　Showing　Significant　Variation　by　Gender

Female Male

Item M SD M SD t

8　MEM Review　English　lessons　often 2.76 .93 2.40 .86 2.72**

11　COG Try　to　talk　like　native　English　speakers 2.42 .94 1.97 .83 4.06**

12　COG Practice　the　sounds　of　English 2.97 .85 2.64 .90 2.92**

13　COG Use　known　words　in　different　ways 2.53 .73 2.30 .77 2.52**

16　COG Read　for　pleasure　in　English 3.14 .86 2.82 1.01 2.82**

21　COG Find　meanings　dividing　words　into　parts 2.79 .95 2.53 .89 2.46*

23　COG Make　summaries　of　information 2.76 .89 2.47 .94 2.54*

28　COM Try　to　guess　what　other　person　will　say 3.07 .97 2.78 1.06 2.30*

29　COM Use　circumlocutions　or　synonyms 4.09 .79 3.81 .92 2.65**

31　MET Notice　mistakes　/　try　to　do　better 3.40 .92 3.03 .95 3.16**

32　MET Pay　attention　when　someone　is　speaking 3.37 .98 2.92 .93 3.80**

33　MET Try　to　find　out　about　language　learning 3.31 .93 3.00 .96 2.63**

34　MET Plan　schedule　to　have　enough　time 3.05 .84 2.78 .93 2.44*

40　AFF Encourage　self　to　speak　when　afraid 2.84 .78 2.56 .89 2.21*

44　AFF Talk　to　someone　about　feelings 2.57 .86 2.16 1.06 2.71**

45　SOC Ask　other　persons　to　slow　down　or　repeat 3.08 .93 2.69 1.03 3.21**

46　SOC Ask　to　be　corrected　when　talking 2.77 .90 2.36 .92 3.40　**

**　p

The　17　strategy　items　which　showed　significant　relationship　with　gender　covered　all　the　six　strategy　categories　on　SILL.　One　items　（item　8）　belong　to　memory　strategy　categories.　The　significant　difference　on　item　8，　according　to　Green　and　Oxford　（1995），　might　fit　with　females’　documented　desire　to　manage　their　leaning　with　metacognitive　skills.

As　far　as　cognitive　strategies　are　concerned，　6　out　of　the　14　items　were　used　more　often　by　females.　The　6　items　almost　all　fall　into　two　subsets

formal　oral-practice　strategies　and　functional　practice　strategies　which　require　the　learners　to　grab　as　many　opportunities　as　they　could　to　practice　English　functionally.　Possibly　females　are　superior　in　verbal　aptitude　（Ehram　&　Oxford，　1989）　so　they　are　more　likely　to　pay　more　attention　to　their　pronunciation　and　accent　when　speaking.　Moreover，　because　of　socially　based　motivation，　females　are　more　likely　to　create　opportunities　to　learn　English.　Moreover，　because　of　socially　based　motivation，　females　are　more　likely　to　create　opportunities　to　learn　English.

When　mentioning　significant　differences　in　compensation　strategy　category，　2　items　（28，　29）　were　involved.　It　seems　easy　to　explain，　for　these　two　strategies　reflect　female’s　conversational　behaviours　that　is　typical

even　in　the　native　language

by　rapport-seeking，　sociability，　and　elicitation　of　comment　by　the　speaker　（Tannen，　1990）.

As　for　matecognitve　strategy　category，　four　items　were　associated　with　significant　differences　by　gender.　Three　strategies　（item　31，　33，　and　34）　are　introspective　and　females，　as　was　shown　in　many　research　results，　are　always　paying　greater　attention　to　such　kind　of　learning　（Oxford，　1993a；　1993b）.

In　affective　strategy　category，　items　40　and　44　were　used　significantly　more　often　by　female　than　male.　This　can　be　explained　by　women’s　documented　desire　to　manage　their　leaning　with　metacognitive　skills　and　women’s　conversational　style　which　is　more　“private”，　suitable　for　establishing　rapport　（Tannen，　1990）.　Another　two　items　（item　45，　46），　under　the　title　of　social　strategies，　showed　significant　relationships　with　gender.　The　more　frequent　use　of　them　reflects　females’　conversational　behavior　that　is　typified　by　rapport-seeking　（Tannen，　1990）　and　sociability.

In　summary，　the　findings　indicated　that　in　general，　high　school　students　under　investigation　used　a　variety　of　learning　strategies　to　study　English　at　a　medium　to　low　frequency.　The　most　frequently　used　strategies　were　compensation　strategies　while　social　strategies　were　reported　the　least　used.　As　anticipated，　females　reported　using　more　learning　strategies　with　significantly　greater　frequency　than　males.

CONCLUSION

Findings　in　this　study　may　suggest　a　number　of　implications　in　English　teaching　and　learning.　In　China，　English　class　as　a　whole　is　teacher-cantered　and　loaded　with　heavy　cognitive　tasks　by　educational　requirements.　The　instruction　and　training　of　learning　strategies　in　teaching　is　rare，　especially　in　high　schools　（Liu，　2004）.　Therefore，　awareness　towards　language　learning　strategies　should　be　raised，　on　the　part　of　both　teachers　and　students.

What　is　more，　it　is　important　for　teachers　to　recognize　that　gender　difference　is　an　important　factor　influence　the　application　of　a　certain　number　of　strategies　in　English　learning.　For　example，　some　strategies　may　be　more　suited　to　some　learners　than　to　others.　Males　and　females，　as　a　result，　might　have　different　preferences　in　strategy　use.　Findings　of　the　study　also　emphasize　the　importance　of　providing　adequate　opportunities　for　students　to　engage　actively　in　authentic　communicative　tasks　in　the　classroom.　Chinese　high　school　students　are　studying　in　a　highly　formal　and　structured　system　and　their　exposure　to　English　are　mainly　through　formal　classroom.　They　should　be　encouraged　to　take　risk　and　provided　with　enough　opportunities　to　practice　using　the　language　in　accomplishing　communication-oriented　tasks.　The　more　a　foreign　language　classroom　becomes　a　“language　experience”　situation，　the　more　likely　the　students　may　find　more　opportunities　to　use　learning　strategies　at　a　high　level　and　the　more　rapidly　they　will　gain　a　very　good　command　of　English.

The　present　study　is　just　a　tentative　study　of　learning　strategy　use　among　Chinese　high　school　students.　If　we　explore　the　subjects　longitudinally　in　the　future，　the　result　will　be　more　satisfying.　More　efforts　are　needed　in　the　future，　both　from　quantitative　and　qualitative　perspectives，　to　investigate　other　factors　that　contribute　to　successful　English　language　learners.

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