Abstract:
The purpose of this study was to identify different language learning strategies preferred by male
and female students of Grade 11 students at Sokoru secondary school. The study was aimed at
identifying the significant difference among male and female students in relation to language
learning strategies preference, meaning, which language learning strategies were used by male
students and which were used by female students. The sample involved 214(84 male and 130
female) students who learnt at Sokoru secondary school in Grade 11 in academic year of
2016E.C. From this sample the researcher selected 27 male and 27 female students for the study.
The participants responded to the questionnaire and interview. Descriptive comparative
research design was used in this research. The study revealed that there were differences among
male and female students in some of the strategies like: memory strategies and cognitive
strategies which were reported to be used by male respondents frequently and affective
strategies and social strategies which female students frequently used. Regarding compensation
strategies and meta-cognitive strategies, the result showed that the students responded with
similar results respectively. Based on that the study concluded all language learning strategies
play a crucial role in order to improve the students’ speaking skills. The objective of language
learning strategies preference should be addressed language learners in order to know why they
learn the language. Students’ language learning strategies preference should be considered
starting from their design up to the implementation stage by the concerned stake holders such as
curriculum designers, school administrators, language teachers and other concerned
individuals.
