Gender Differences and EFL Learners' Vocabulary Learning Strategies: The Case of 3rd Year Students at the Department of English, Khenchela University

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Abstract This study delves into the differences between genders regarding their use of EFL learning strategies and vocabulary acquisition. It aims to explore whether males and females adopt the language learning strategies differently to acquire vocabulary and if these strategies impact the size of their vocabulary. Additionally, the research investigates the potential relationship between the language learning strategies employed by individuals and their success in acquiring vocabulary. 41 students of English (in which 12 of them were males and 29 were females) were chosen using convenience sampling. The research approach adopted was quantitative. Data were collected using Oxford’s (1990) 50-item Strategy Inventory for Language Learning (SILL) questionnaire and Nation’s (1999) Productive Vocabulary Level Test (PVLT). An independent t-test was performed on the collected data and mean values were calculated using the SPSS 21. Findings indicate that there was a gender effect on the use of language learning strategies (LLS) and that females used language learning strategies slightly higher than males. Additionally, females marginally outperformed males in terms of vocabulary knowledge, whereas, nonetheless, these results could not reach a statistical significance. Results also showed that there was a no statistically significant correlation between language learning strategies and vocabulary acquisition. Key terms: EFL learners, Gender, Language Learning Strategies, Vocabulary, SILL, PVLT.