Most studies have distinguished gender differences in language learning strategies (LLS) use. In the numerous studies in which gender variables were investigated, the result demonstrated that female learners reported using language learning strategies more frequently than male learners but the average of strategy use was in the moderate range. Therefore, the purpose of this study was to examine whether or not differences exist between male and female learners in the use of cognitive and metacognitive learning strategies in French as a foreign language. A total of 189 undergraduates participated in the study. Data was collected using a questionnaire adapted and modified from Wenden and Rubin (1987). The survey used has three main sections with 19 items. The findings of the study showed that female learners use cognitive and metacognitive learning strategies more than male learners. They also tend to use these strategies more often than male learners. The main implication of this study is that additional opportunities to use language learning strategies focusing on cognitive and metacognitive strategies need to be made available to learners. Teachers’ role is deemed predominant in identifying the range of factors influencing strategy uses and choices of learners. Hence, the study further demonstrated the importance of strategy training. More research on the effect of strategy training on LLS use and the effectiveness of LLS between genders would be helpful.
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In-Text Citation: (Isa et al., 2022)
To Cite this Article: Isa, H. M., Idris, N., Zakaria, N. N. N., Taib, N. A. M., Ismail, S., & Rahmat, N. H. (2022). Exploring The Use of Cognitive and Metacognitive Learning Strategies Across Gender: The Case for French as A Foreign Language. International Journal of Academic Research in Business and Social Sciences, 12(4), 848–863.
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