Gender Differences on the Use of Memory Strategies of ESL Learning in Higher Education

Abstract

Mastery of memory strategies is helpful for English language learners to store and recall related information. However, rote memorization is more commonly practiced by ESL learners, although it is not an effective method because it does not help in the development of either language or communication skills. The purpose of this study is to analyse gender differences in the use of memory strategies in ESL learning among Malaysian higher education students by identifying the relevant activities that promote comprehension and memory. Using stratified random sampling, 460 male and female students from public and private higher education institutions were included in the study. Data collection was done using a questionnaire with the items taken from the Oxford’ Strategy Inventory of Language Learning (SILL). Analysis shows that the item involving physically acting out new English words yielded the highest mean score for both genders. For optimal learning experience, the focus in a mixed-gender classroom should be on shared values between the genders, while a different approach may be taken in a classroom with only male or female students. It is worthwhile to reevaluate the materials used in the English classroom, especially at the tertiary education level in order to create a productive and effective language learning experience among future graduates.