Language Learning Strategies, Proficiency And Gender: The Case of Palestinian University Students

Abstract

This case study, conducted at a Palestinian university, explored the language learning strategies employed by learners of English as a foreign language and the relationship with proficiency. Furthermore, since gender is often considered a major variable in learning success in some areas of the world, the study wished to explore the role of gender in strategy use and level of proficiency in the Palestinian context. The study included 109 (41 male, 68 female) students studying in English preparatory courses prior to entering the university. The data were gathered through an original 60-item language learning strategy questionnaire, modelled to some extent on the Strategy İnventory for Language Learning or SILL (Oxford, 1990) and constructed from material contributed by the students themselves. The results indicated that students reported medium to frequent strategy use, which was not significantly related to proficiency level, and there were only three significant gender differences according to strategy use, in favor of the females. This suggests that gender is not a salient influence in these students' strategy use or levels of proficiency. This article concludes by suggesting implications both for the immediate context of the study and also for environments beyond the location of the current study.