Abstract
Myanmar Students are always enthusiastic to learn a foreign language. Bothinside and outside classroom, they always find possible ways to improvetheir foreign language skills. Additionally, students have burning desire tocommunicate with the foreigners proficiently and accurately. However,some are not content with their foreign language proficiency. Therefore, theywant to know what kind of strategies they should apply in learning alanguage. The objectives of this research were to study the language learningstrategies employed by foreign students who study Myanmar Language atYangon University of Foreign Languages (YUFL) and Mandalay Universityof Foreign Languages (MUFL) in the academic year 2019-2020, and toexamine whether there is a relationship between language learning strategiesand language improvement according to gender. This study appliedquantitative method. The utilized questionnaire was from the most widely employed strategy scale the ESL/EFL version of the Strategy Inventory forLanguage Learning (SILL) by Oxford (1990). Data analyses included thecomputation of descriptive statistics (means and frequencies). The findingsof the study shed light that female learners employed more strategies thanmales. According to the replies of the participants, metacognitive strategieswere highly employed whereas memory and compensation strategies wereleast used among them. Furthermore, one prominent finding highlighted inthis research was that there was a significant difference according to thegender type. Strategy use reported by female participants indicated that theyhighly preferred metacognitive strategies whereas male participants showedtheir great preference on social strategies.
Published Version
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call