Investigating Gender-Based Differences in EFL Learning Strategies in Secondary Schools in Kaziba/Democratic Republic of Congo (DRC)

Abstract

This study has investigated the language learning strategies employed by male and female students during the learning of English as a Foreign Language (EFL) in secondary schools in the Kaziba region of the Democratic Republic of Congo. The research employed Oxford’s (1990) Strategy Inventory for Language Learning (SILL) within a quantitative framework to analyze the strategic differences between male and female students during their EFL learning journey. A total of 264 students participated in the study, which involved the administration of a validated survey that had been adapted to align with regional linguistic conventions. The study examined the utilization of direct strategies, encompassing memory and cognitive methods, as well as compensation strategies. Additionally, indirect strategies were considered, including metacognitive, affective, and social strategies. The findings indicate that both male and female students employ language learning strategies at a moderate level, though they exhibit distinct patterns of strategy utilization. The data revealed that female students preferred to learn through organized methods that involve social interaction. Male students demonstrated a clear preference for compensation and metacognitive strategies which suggests that they depend more on self-regulation and adaptive communication techniques. The analysis did not reveal any meaningful differences between male and female students when looking at direct and indirect strategy usage. This demonstrates how gender influences strategy choices while considering the effects of irregular attendance along with classroom procedures and social standards. Educational methods should incorporate gender-sensitive approaches to meet diverse learning requirements and foster student participation across all groups. The implementation of teaching methods that match student strategic preferences enables fragile educational settings to provide equal and successful EFL acquisition opportunities. The research demands specific teacher education programs together with policy changes to reduce gender inequalities in language learning achievements.