Relation between Application of Vocabulary Learning Strategies and Gender of Freshman and...

Running Head: Relation Between Vocabulary Learning Strategies and Gender

Relation between Application of Vocabulary

Learning Strategies and Gender of Freshman and

Preparatory EFL Students in ELT Department of

Sakarya University

Dilan OGUZ*

Abstract

The relation of gender and vocabulary learning

strategies is one of the most significant subjects in

teaching and learning language. This study was conducted on

the basis of gender differences in vocabulary learning

strategies. In order to provide evidence about surveying

the most and the least used strategies and the connection

between gender and vocabulary learning strategies usage

among EFL freshman and preparatory in ELT department of

Sakarya University, a total of 60 freshman and preparatory

( 37 females and 23 males) students were selected. To

collect data, questionnaire developed with five Likert-

*Department of ELT, Sakarya University

Relation Between Vocabulary Learning Strategies and GenderOGUZ 2

scale was applied to students. The questionnaire consisted

of 56 items adapted from Catalan (2003). The data of

questionnaire was analysed by SPSS (20) demonstrated that

the most frequently used strategy was determination for both

gender while the least used strategy was metacognitive and

cognitive. Metacognitive strategy was used by female students as

at least used. On the other hand cognitive strategy was

employed by male students as at least. In general female

learners outperformed overall strategies more than male

students, female students’ frequency of employment of

vocabulary learning strategies was higher than male

students.

Key Words: Vocabulary Learning Strategies and Gender, Gender

Effect on Vocabulary Learning Strategies.

Özet

Cinsiyet ve kelime öğrenme stratejileri arasındaki

ilişki dil öğretimi ve öğreniminde en önemli konulardan

biridir. Bu çalışma kelime öğrenme stratejilerinde cinsiyet

farkı için düzenlendi. En az ve en çok kullanılan

stratejilerin hakkında ve Sakarya Üniversitesi İngiliz dili

eğitimi bölümündeki EFL, birinci sınıf ve hazırlık

öğrencilerinin kelime öğrenme stratejileri ve cinsiyetleri

arasındaki ilişkinin incelenmesi hakkında kanıt sağlamak

için toplam olarak 60 (37 si kız ve 23 ü erkek) birinci

sınıf ve hazırlık öğrencileri seçildi. Veri toplamak için


Likert ölçeği ile geliştirilmiş bir anket uygulandı. Anket

Catalan (2003) anketinden uyarlanan 56 madde içeriyordu.

Anketin verisi en az kullanılan stratejinin metacognitive ve

cognitive olduğunu, hem kız hem erkekler için en çok sıklıkla

kullanılan stratejinin determination olduğunu kanıtlayan SPSS

(20) ile incelendi. Metacognitive stratejisi kız öğrenciler

tarafından en az kullanıldı. Diğer bir yandan cognitive

stratejisi erkek öğrenciler tarafından en az kullanıldı.

Genel olarak kız öğrenciler tüm stratejileri erkek

öğrencilerden daha iyi kullandı. Kız öğrencilerin kelime

öğrenme stratejilerini kullanma sıklığı erkek öğrencilerden

daha yüksekti.

Anahtar Kelimeler: Kelime Öğrenme Stratejileri ve Cinsiyet,

Cinsiyetin Kelime Öğrenme Stratejilerine Etkisi

I. Introduction

Learning language is a long process which has many

occupations for ESL/EFL learners. For example, Oxford (1990

cited in Soureshjani 2011) concedes language learning

strategies as special actions and techniques that provide

learners to support learning process to be productive in

ESL/EFL for language learning process. Vocabulary is one of

the most significant factors in LLS composed of words and

makes easier to understand long sentences, phrases and


contexts. In order to improve vocabulary component of

language learning, some strategies have been conducted for

both learning and teaching process. According to Nation

(2001cited in Arjomand & Sharififar 2011) vocabulary

learning strategies (VLSs) are subgroup of language

learning strategies which are employed to learn language as

a not difficult process or permit to acquire language with

delightful and productive manner.

Furthermore, Oxford (1990 cited in Arjomand & Sharififar

2011) has formalized the classification of language

learning strategy as two principal; direct (memory,

cognitive and compensation) and indirect (metacognitive,

affective and social strategies). Subsequently Schmitt

(1997 cited in Arjomand & Sharififar 2011) has developed

taxonomy of VLSs as two main groups as discovery

(determination and social) strategies which are employed

when learning a new word, consolidation (metacognitive,

cognitive, memory and social strategies) which are utilized

for unification of words. Ever since 1990s vocabulary

learning strategies have been focus for researchers.


Cameron (2001 cited in Pourshahian, Asghar & Azarfam,

Kalajahi 2012) describes VLSs “actions that learners take

to help themselves understand and remember vocabulary”.

While examining the VLSs profoundly, gender can be

perceived as significant determinative for VLSs choices.

Study has mainly indicated that even if sex and gender are

assumed as disputable terms sex is in biological category

while gender is in social category. However, due to

signifying female and male, sex can also be used for

showing difference between them. By the help of this study,

examining relation between gender and VLSs can be

represented obviously. Researchers have tried to examine

connection between VLSs and gender variable such as

Sunderland (2000 cited in GU 2002) there is a belief about

female learners are better than male learners in language

learning process. On the other hand Jimenez Catalan (2003

cited in Marttinen 2008) mentions both males and females

almost employ same strategies which reflect no so clear

differences.

II. Literature Review


There are studies attempted to discover new ways to

improve word advancement focusing on language learning

strategies which ease vocabulary learning process apart

from techniques, activities and methods. Strategies are

significant for language learning. If language learners and

teachers are good at strategy usage they can be effective

learners and teachers to improve four skills. (Rubin, 1975;

Reiss, 1983 cited in Soureshjani 2011). Oxford (1990 cited

in Soureshjani 2011)"because they are tools for active,

self-directed involvement, which is essential for

developing communicative competence.’’ Vocabulary learning

strategies can advance acquisition of the second or foreign

languages due to assisting understanding the meaning of a

new word and in strengthening a word as soon as learners

are engaged in learning process. Studies have been

operationalized to enlighten relation between these two

main points.

According to Schmitt’s taxonomy there are two basic

strategies called as discovery (determination & social) and

consolidation (social, memory, cognitive and metacognitive)

strategies. Schmitt (1997 cited in Kalajahi & Azarfam,


Pourshahian 2012) identifies that determination strategies

are concluded with contextual prediction, comment material,

surmising with synonym of words. Social strategies as

discovery strategy are employed while learners help each

other to discover meaning of word. As for the memory

strategies, they are utilized as mnemonics which make a

connection between new and prior word. Cognitive

strategies being not different from memory strategies are

employed with mental mechanisms such as repetition and

practicing. On the other hand metacognitive strategies are

used to rule and evaluate learning process. Apart from

Schmitt Kudo, (1999 cited in Kalajahi & Azarfam,

Pourshahian 2012) has operationalized psycholinguistic

strategy being mixture of cognitive and memory strategies

while metacognitive strategies and social strategies are

blended as metacognitive strategies.

The aim of this study is to examine whether there is

difference between female and male learners employing VLSs

strategies and frequently usage of these strategies. There

are different studies and outcomes in order to diagnose

relation between gender differences and VLSs employment.


Studies have been conducted study to gather information

from males and females having various results. GU (2002)

has implied the frequency of metacognitive strategies has

been higher for the Chinese EFL female learners and also

Catalan (2003) has discerned VLSs employment between

Spanish speaking female and male learners by exemplifying

entire usage of VLSs is belong to female learners. .

According to Xhaferi (2008) SEEU female learners employ

VLSs as social, metacognitive and cognitive strategies

being used in a different way versus male learners.

Additionally, Martinen (2008) has declared the frequency of

discovery strategies has been higher for the female Finnish

L2 learners than males while males utilize metacognitive

strategies frequently. Soureshjani (2011) has reported

there is an important difference for intermediate course

Iranian male and female learners while employing vocabulary

learning strategies.

In another study, Arjomand & Sharififar (2011) has

discovered that Iranian EFL freshman female learners employ

cognitive strategies while males employ metacognitive

strategies although all of Iranian EFL freshman learners


have used social strategies. On the other hand, Zokaee,

Zaferanieh & Naseri (2012) has affirmed that there is no

considerable distinction between Iranian EFL undergraduate

female and male learners. As to Kalajahi& Pourshahian,

Azarfam, (2012) Turkish EFL female learners have been most

frequently users of the VLSs and psycholinguistic strategy

which has been formalized by Kudo (1999 cited in Kalajahi&

Pourshahian, Azarfam 2012). Tok & Dinler (2014) have

documented VLSs employment of advanced level female and

male learners of Kocaeli University indicating that female

learners mostly employ social (discovery) strategies male

learners mostly prefer to employ metacognitive strategies.

Xuemei (2014) has synthesized that there is no considerable

difference between Chinese EFL undergraduate female and

male learners. Even though there is no important difference

between female and male learners while employing VLSs,

critical studies reinforce the idea that female learners

are frequently users of VLSs. Therefore, depending on these

different studies, reduced questions of employment of VLSs

can be outlined.


1.) What are the most and the least employed strategies for

female and male EFL freshman and preparatory learners in

ELT department of Sakarya University

2.) Does application of VLSs differ for EFL freshman and

preparatory learners according to their gender in ELT

department of Sakarya University?

III. Method

III.I.) Participants

60 Turkish EFL students participated in this study as

freshman and preparatory class. They were from ELT

department of Sakarya University. This study involved both

females and males whose age average was between 18 and 29.

Totally 37 females were female students and 23 were male

students.

III.II.) Instrument

To indicate VLSs employment by the participants, the

questionnaire adapted from Catalan (2003) were practised.

Questionnaire was composed of two parts. The first part

consisted of students’ gender, age, mother tongue and two


attached personal question while the second part contained

questionnaire about discovery and consolidating VLSs

employment sentences. It was composed with five Likert-

scale ranging from 1(Totally Disagree), 2(Disagree),

3(Neutral), 4(Agree), 5(Totally Agree).

III.III) Procedure

Before applying the questionnaire, it was scrutinized

by excluding 4 items. 3 of them were connected with

cultural- linguistic aspect while the last item was based

on open-ended sentence item .56 items having 13 discovery

based, 43 consolidating based and five Likert-scale ranging

from 1(Totally Disagree), 2(Disagree), 3(Neutral),

4(Agree), 5(Totally Agree) were represented. Having

distributed questionnaire containing personal questions,

discovery and consolidating part, it was filled by

depending on five Likert- scale by students.

III.IV.) Data Analysis

Quantitative data analyses were conducted to get study

goals. Quantitative data analyses of questionnaire were


examined by the help of SPSS (20). Questionnaires were

completed in 20 minutes class time. After information was

assembled, quantitative data analyses were provided by

means of SPSS (20). Descriptive statistics containing

frequencies and descriptives of 56 strategies were

calculated with analyse part of SPSS. Independent samples

T-test was applied to indicate gender difference in

vocabulary learning strategies.

IV. Findings

Having examined the data, overall strategy use varied

significantly according to Independent Samples T- test and

Descriptive Statistics. Independent samples T- test

demonstrated that there was significant difference (p <

0.05) for only memory and cognitive strategy use between

female and male students in Table 1 the most frequently

employed strategy was determination by female (3,594) and

male (3,402) students while the least frequently used

strategy was metacognitive (3,264) for female students and

cognitive for male (3,004) students according to (x̅)

section of Table1. Independent Samples T- test displayed


superior strategy users were female students in total as

compared to male students.

gender N x̅ Std. t Deviation

p*

DETERMINATIONFemale 37 3,594 3,410

1,373 ,175

Male 23 3,402 5,291 1,244

,222

SOCIALFemale 37 3,324 4,499

1,761 ,084

Male 23 3,032 5,706 1,666

,104

MEMORYFemale 37 3,557 9,555

2,507 ,015

Male 23 3,242 15,772 2,245

,032

COGNITIVEFemale 37 3,480 5,191

2,679 ,010

Male 23 3,004 7,169 2,487

,018

METACOGNITIVEFemale 37 3,264 3,383

-,024 ,981

Male 23 3,269 4,227 -,023

,982

Table 1. Summary of Independent Sample T-Test

Table 2 and Table 3 showed that not only the femalestudents and also the male students employed determination


strategies in terms of measures of frequency of descriptivestatistics. This average was depicted with total percentageof “Totally Agree” and “Agree” (86, 9) part of the Table 2and (97, 3) with regard to Table 3.

I try to guess the word’s meaning from the text/ context in which the word appears.

Frequency

Percent

ValidPercent

Cumulative Percent

Neutral 1 2,7

2,7 2,7

Agree 21 56,8 56,8 9,5

Totally Agree 15 40,5 4

0,5 100,0

Total 37 100,0 100,0

a. gender = FemaleTable 2. Descriptive Statistics

I try to guess the word’s meaning from the text/ context in which the word appears.

Frequency

Percent

ValidPercent

Cumulative Percent

Disagree 1 4,3 4,3 4,3Neutral 2 8,7 8,7 13,0Agree 13 56,5 56,5 69,6Totally Agree 7 30,4 30,4 100,0

Total 23 100,0 100,0a. gender = MaleTable 3. Descriptive Statistics

Table 4 and Table 5 exhibited that female and malestudents’ inconsistency by employing the least used


strategy in a different way. The female students did notprefer to employ metacognitive strategies in comparisonwith male students utilizing cognitive strategies as atleast in accordance with measures of frequency ofdescriptive statistics. This average was illustrated withtotal percentage of “Totally Agree” and “Agree” (13, 5)section of the Table 4 and (21, 7) according to Table 3.

I skip or pass the new word (I ignore it).Frequen

cyPercen

tValid

PercentCumulative Percent

Totally Disagree 11 29,7 29,7 29,7

Disagree 11 29,7 29,7 59,5Neutral 10 27,0 27,0 86,5Agree 4 10,8 10,8 97,3Totally Agree 1

2,7

2,7 100,0

Total 37 100,0 100,0a. gender = FemaleTable 4. Descriptive Statistics

I listen to tapes of word lists.Frequen

cyPercen

tValid

PercentCumulative Percent

Totally Disagree

5 21,7 21,7 21,7


Disagree 6 26,1 26,1 47,8Neutral 7 30,4 30,4 78,3Agree 5 21,7 21,7 100,0Total 23 100,0 100,0

a. gender = MaleTable 5. Descriptive Statistics

V. Discussion

The results of this study elucidated that there was a

relation between gender and vocabulary learning strategies

as inconsistent with previous study regarding (Soureshjani,

2011). In present study female students used overall

strategies whose average employment of vocabulary learning

strategies was higher than male students being coherent

with study of (Catalan 2003) depicted mean (x̅) score of

Table 1. While female students generally used

determination, memory, cognitive, social and metacognitive

strategies respectively, male students preferred to utilize

in order of determination, metacognitive, memory, social

and cognitive strategies contrary to earlier studies

(Arjomand & Sharififar, 2011; Martinen, 2008).


Therefore, there was a contradiction with previous

studies’ outcomes compared to the current study. The

difference in employing the most frequently used strategy

was not discovered showing determination strategy was the

primary for both gender displayed with total percentage of

“totally agree” and “agree” Table 2 and Table 3 whereas,

the least employed strategies depicted dissimilarity. Male

students used cognitive on the contrary female students

employed the metacognitive as at least frequently used

strategy represented with total percentage of “totally

agree” and “agree” Table 4 and Table 5.

Although this current work was coordinated to infer

certain difference between female and male students’ VLSs

utilization corresponding with earlier studies it could not

support previous studies. The only general concept was that

female students were frequently dominant users of VLSs in

comparison with male students.

VI. Limitations

In terms of the general findings the main reason of

frequently VLSs employment belonging to the female students


and the fact that there was no significant distinction

between male and female students contrary to previous

studies could be originated from three important reasons.

First reason could be implied as the female students were

high in total number. Even though study was conducted with

freshman and preparatory class in order to reach crucial

results there were 37 female and 23 male students. While

second reason could be associated with instrument

restricted with just one surveying questionnaire.

Additionally, the third reason could be depended on just

one university including EFL learners.

VII. Suggestions

To achieve consistency with earlier studies and provide

elaborated information the numbers of students can be

enhanced and balanced for female and male students through

different schools or universities in comparison with this

current study. The study can be improved by the help of

instruments, scales or interview that present more detailed

information.

VIII. Conclusion


This present study provided information based on two

research questions. Results demonstrated that male and

female students differed in total frequency of VLSs. Even

though female and male students chose to utilize

determination strategies as the most prominent they were

separated with the least used one. Females were dominant

with metacognitive by using them at least on the other hand

male students were superior with cognitive strategies by

using them at least. In general, Female students were

greater users of VLSs with Total frequency compared to the

males.

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Frequently Used

Vocabulary Learning Strategies among Iranian EFL

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