Differences in language learning strategies between male and female, and also between Asian and Latino ESL students

The purpose of this study was to investigate whether or not differences exist between female and male and also between Latino and Asian Students in the use of languages learning strategies by administering self-reported questionnaires to foreign students learning English in American universities. The data for this research study were provided by 147 foreign students at five mid- to large-sized universities in the Southeastern United States. The primary questionnaire, consisting of 50 closed-ended questions for this research study, was entitled "Strategy Inventory for Language Learning, (SILL)." A background questionnaire consisting of five open-ended and eight closed-ended questions, developed by the researcher of this study, was also administered together with the SILL. The findings of this study were as follows: (1) there was no statistically significant gender difference in the use of language learning strategies as a whole. However, female students tend to use learning strategies more often than males. As for differences in the use of the six categories of language learning strategies, gender differences were significant in the use of social and affective strategies, with females reporting the use of more strategies; (2) there was no statistically significant difference between Latino and Asian students as a whole. Nonetheless, Latino students in general reported using strategies more frequently than their Asian counterparts. In the use of the six categories of language learning strategies, significant differences were found in the use of metacognitive and social strategies, with Latino students using them more frequently; (3) level of motivation and self-ratings of proficiency were found to be significantly correlated to the use of language learning strategies. Other variables such as motivational type, years of studying English, length of staying in the United States, and the number of languages spoken were detected not to be significantly correlated to the use of language learning strategies; (4) a statistically significant difference was found in school majors in regard to language strategy use. Students who major in science/computer/health science reported to use more strategies than business/law students; and (5) level of motivation was found to be the single most influential factor on language learning strategy use. The influence of gender and self-ratings of proficiency was not revealed as statistically significant. However, this influence was substantial. The major conclusions were as follows: (1) there appear to be no gender differences in the use of language learning strategies in general, although females tend to use strategies more often. As to categories of language learning strategies, there are differences between genders in the use of social and affective strategies, with females using them more often; (2) there appear to be no differences between Latino and Asian students in the use of language learning strategies in general, although Latino students use strategies more often than their Asian counterparts. In categories of strategy use, however, there are differences in the use of metacognitive and social strategies, with Latino students using strategies more frequently; (3) among variables affecting the use of language learning strategies, two variables, motivation and self-ratings of proficiency level seems to be positively correlated to the use of language learning strategies. This indicates that the more one is motivated or the higher one rates his/her English proficiency, the more one uses language strategies; (4) there appear to be differences among learners with different school majors in regard to language learning use. Students majoring in science/computer/health science use more strategies than those majoring in business/law.