Gender Differences in Pre-University Students’ Language Learning Strategies in Collaborative Tasks: A Mixed-Method Study

Abstract

This study investigates the language learning strategies employed by male and female pre-university students during collaborative tasks, with the aim of identifying gender-based differences in strategy use. A mixed-method approach was adopted, combining quantitative data from a language learning strategy inventory with qualitative data from recorded and transcribed group discussions. Findings revealed that male students predominantly relied on memory and affective strategies to support language retention and manage emotions, while female students also favored memory and affective strategies but demonstrated more moderate use of compensation and social strategies. Qualitative analysis further showed that male students frequently employed memory and metacognitive strategies, whereas female students tended to use affective and compensation strategies to overcome communication challenges. These results suggest that while both groups share certain strategy preferences, notable gender differences exist in the way strategies are applied, highlighting the importance of designing ESL activities that account for diverse learning preferences to optimize collaborative language learning outcomes.