The Relationship between Language Learning Strategy Use, Language Proficiency Level and Learner Gender

Abstract

Language learning strategies are a key factor in language learning; thus, significant efforts have been made to highlight the importance of language learning strategy use and factors affecting learners’ strategy choice. The aim of this study was to explore the relationship between choice of learning strategies and frequency of their use and learners’ gender and level of proficiency in English. The results revealed that Iranian high school learners employed learning strategies with medium frequency; meta-cognitive strategies were the most frequent, while cognitive strategies were the least frequent. The use of learning strategies in terms of learners’ proficiency and gender was examined using a T-test. Proficient learners showed significantly more strategy use, as well as more use of meta- cognitive and social strategies. According to the results, females used learning strategies more frequently than males.

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