Abstract:
This study was aimed at investigating the speaking learning strategy use of grade 11 EFL male and female students and challenges both genders faced at Jimma University Community Secondary school. The study was conducted in a sample of 98 students and 2 EFL teachers selected through comprehensive sampling technique. The study employed descriptive-comparative research design with mixed methods. To collect the required data for the study, students’ questionnaire, classroom observations, teachers’ interview and focus group discussion were used. The data gathered using these instruments were analyzed usingdescriptive statistics like frequency, percentage, mean and standard deviation for self-report questionnaire, while the data from classroom observations, semi-structured interview and focus group discussion were analyzed qualitatively using narrative paragraph. In addition, independent sample T-test was employed to identify if there is significant difference between male and female students speaking learning strategy use. The findings of the study indicated that both male and female students were using all speaking learning strategies while they learn speaking skill. Furthermore, the finding of the research shows that there was a significant difference between male and female students’ use of strategies in affective, cognitive, compensation and meta-cognitive strategies. However, there was no any difference in using memory and social strategies. The result also revealed that personal and external factors have created challenges on the sample participants in using the strategies. Based on the findings it was recommended that students need to keep on building their use of speaking learning strategies for it has a significant positive contribution on the improvement of their speaking skills.Teachers are also suggested to increase motivation of students to use the speaking learning strategies by providing them meaningful practice, speaking tasks and support. Additionally, it has been recommended further studies are crucial to address extraneous factors related with students’ use of speaking learning strategies
