Gender Variables in Strategy Use for Korean EFL Learners

Abstract

This study investigates correlations between gender and strategy use and, more specifically, the prioritization for metacognitive strategy use in Korean EFL learners using the Strategy Inventory for Language Learning (SILL, Oxford, 1990). An entry SILL survey was given at the beginning of a semester for an EFL discussion class in Korea and an exit SILL survey was given at the end of the semester to determine if there were any significant changes in strategy use in either gender group. The study found that significant shifts in the use of metacognitive and affective strategies were demonstrated by females, while only minor metacognitive strategy shifts were found in the male groups. Implications are made towards the development of language learning classrooms which are designed for specific types of language learners based on their preferences in strategy usage.