GENDER DISPARITIES IN THE PREFERENCES OF LANGUAGE LEARNING STRATEGIES IN SOUTH ETHIOPIAN UNIVERSITIES

Abstract

This study investigated students’ gender differences in the use of language learning strategies in three universities in South Ethiopia. The study used a mixed-method research design, and it employed a total population sampling method to include all graduating class students in the Department of English Language and Literature. Data were collected using a questionnaire and interviews, while descriptive and inferential statistics were used as data analysis. Results revealed a statistically significant difference in the overall use of language learning strategies between male and female students. Female students' overall use of language learning strategies was at a lower level. In contrast, male students’ overall use was at a higher level. Furthermore, the results showed that both male and female students used compensation strategies to the highest degree; however, affective strategies are relatively least used by both genders. Female students' low use of language learning strategies can influence their language learning and consequently affect overall academic performance. To effectively address the lower utilization of language learning strategies among female students, targeted training should be organized on when and how to utilize them, ensuring female students get opportunities to maximize their language learning potential.