Gender as a sociocultural determinant of the choice of language learning strategies

Abstract

The study examined gender as a sociocultural determinant of the choice of Language Learning Strategies among learners of English in the Tanzanian context. Under the guidance of Vygotsky’s Sociocultural Theory, the study hypothesized that gender is a significant factor in the choice of language learning strategies. To test this hypothesis, the study collected data from a total of 530 respondents drawn from both secondary schools and university using the SILL questionnaire. Using SPSS, descriptive mean scores and ttest was conducted to test to establish if there were any statistical significant differences in terms of the overall strategy, the six strategy categories and individual strategy items with gender. The results of the study indicated that: first, in terms of the overall strategy use, there was no significant difference with gender (t=1.824, p<0.185) at the significant level of p≤0.05 with a df=508 while gender. According to the results of six subcategories of language learning strategies respectively, significant differences did not exist in the use of memory strategies, cognitive strategies, compensation strategies, and affective strategies by gender (t=.904,.926, .9671.315,p>.05). However, significant differences existed in the use of metacognitive and social strategies (t=3.469*,3.365*,p<.05). Consequently, male learners reported using metacognitive and social strategies more often than did female respondents. In terms of individual strategy items, metacognitive strategies appeared better predictors of the relationship between strategy choice and gender. Cognitive and Compensation strategy items did not show any significance at all. The study therefore recommends that the most preferred strategies (metacognitive and social) should form the core of strategy training. Second, the society in general and all stakeholders should strive to achieve gender balance inside and outside the classroom/lecture halls and in the teaching/learning resources.