An Investigation into ELT Students’ Academic Achievement and Their Use of Language Learning Strategies Across Gender Groups

ABSTRACT: This study intended to investigate whether there is a significant mean difference in academic achievement across gender groups, to find out the difference in strategy use between genders, and to reveal the link between strategy use and academic achievement. 90 students (51 female, 39 male) from the Department of English Language Teaching at Eastern Mediterranean University participated in the study. Firstly, 90 students’ GPA and CGPA scores were obtained to see whether there is a significant mean difference in academic achievement across gender groups. Then, in order to find out language learning strategy types used by gender groups, a Turkish version of Strategy Inventory for Language Learning (SILL) by Cesur and Fer (2007) was given to the students. The instrument is based on Oxford’s (1990) classification of the language learning strategies, which is composed of 50 items in six subscales. The data were analyzed through SPSS (15.0) for Windows. A series of t-tests was used. The findings of the study revealed that there is a significant mean difference in academic achievement across gender groups. Females are more successful than males. However, although male students employ more LLS than female students, there is no significant mean difference between strategy use and academic achievement. Keywords: Gender, Language, Language Learning, Language Learning Strategies, Academic Achievement. …………………………………………………………………………………………………………………………………………………………………………………………………………………