Language Learning Strategy Use of Chinese EFL Students in Relation to Gender

The current study aimed to examine the language learning strategy use of Chinese EFL students in a British university and to explore the impacts of gender on the selection of these strategies. 102 postgraduate students from Newcastle University in the UK were investigated through the administration of Oxford’s (1989) SILL and 20 of them were also interviewed. Significant differences were discovered in the use of language learning strategies between genders with females reporting more use in cognitive, metacognitive and social strategies. Pedagogical implications for language learning strategy instruction have been suggested in order to help improve the language learning performance of Chinese EFL students.