Gender, metacognition, and vocabulary learning strategies of Malay ESL learners

Research has shown that female students are likely to be more successful in language learning when compared to male students due to the differences in their metacognitive learning strategies1. This study aims to investigate if there are differences in metacognition, vocabulary learning strategies an...

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Main Authors:	Engku Ibrahim, Engku Haliza, Sarudin, Isarji, Muhamad, Ainon Jariah
Format:	Article
Language:	English English
Published:	Institute of Physics Publishing 2018
Subjects:	L Education (General) LA History of education PE English
Online Access:	http://irep.iium.edu.my/66775/ http://irep.iium.edu.my/66775/ http://irep.iium.edu.my/66775/ http://irep.iium.edu.my/66775/1/66775_Gender%2C%20metacognition%2C%20and%20vocabulary%20learning.pdf http://irep.iium.edu.my/66775/2/66775_Gender%2C%20metacognition%2C%20and%20vocabulary%20learning_WOS.pdf

id	iium-66775
recordtype	eprints
spelling	iium-667752019-03-15T02:17:04Z http://irep.iium.edu.my/66775/ Gender, metacognition, and vocabulary learning strategies of Malay ESL learners Engku Ibrahim, Engku Haliza Sarudin, Isarji Muhamad, Ainon Jariah L Education (General) LA History of education PE English Research has shown that female students are likely to be more successful in language learning when compared to male students due to the differences in their metacognitive learning strategies1. This study aims to investigate if there are differences in metacognition, vocabulary learning strategies and the vocabulary size between male and female students. The instruments utilised study were a Vocabulary Learning Strategy Questionnaire2 and the Vocabulary Levels Test3. 113 pre-university ESL learners participated in this study. A quantitative research design was employed. Findings of this study showed that there is no significant difference between the vocabulary size and metacognitive learning strategies used by male and female students. A better understanding of metacognitive strategies, vocabulary size and gender will enhance teachers’ and learners’ awareness of the use of the said strategies for a more effective vocabulary acquisition. The findings provide beneficial pedagogical implications relevant not only to language instructors but also educators and researchers alike. Institute of Physics Publishing 2018-10 Article PeerReviewed application/pdf en http://irep.iium.edu.my/66775/1/66775_Gender%2C%20metacognition%2C%20and%20vocabulary%20learning.pdf application/pdf en http://irep.iium.edu.my/66775/2/66775_Gender%2C%20metacognition%2C%20and%20vocabulary%20learning_WOS.pdf Engku Ibrahim, Engku Haliza and Sarudin, Isarji and Muhamad, Ainon Jariah (2018) Gender, metacognition, and vocabulary learning strategies of Malay ESL learners. Advanced Science Letters, 24 (11). pp. 7988-7991. ISSN 1936-6612 E-ISSN 1936-7317 https://www.ingentaconnect.com/content/asp/asl/2018/00000024/00000011/art00032 10.1166/asl.2018.12473
repository_type	Digital Repository
institution_category	Local University
institution	International Islamic University Malaysia
building	IIUM Repository
collection	Online Access
language	English English
topic	L Education (General) LA History of education PE English
spellingShingle	L Education (General) LA History of education PE English Engku Ibrahim, Engku Haliza Sarudin, Isarji Muhamad, Ainon Jariah Gender, metacognition, and vocabulary learning strategies of Malay ESL learners
description	Research has shown that female students are likely to be more successful in language learning when compared to male students due to the differences in their metacognitive learning strategies1. This study aims to investigate if there are differences in metacognition, vocabulary learning strategies and the vocabulary size between male and female students. The instruments utilised study were a Vocabulary Learning Strategy Questionnaire2 and the Vocabulary Levels Test3. 113 pre-university ESL learners participated in this study. A quantitative research design was employed. Findings of this study showed that there is no significant difference between the vocabulary size and metacognitive learning strategies used by male and female students. A better understanding of metacognitive strategies, vocabulary size and gender will enhance teachers’ and learners’ awareness of the use of the said strategies for a more effective vocabulary acquisition. The findings provide beneficial pedagogical implications relevant not only to language instructors but also educators and researchers alike.
format	Article
author	Engku Ibrahim, Engku Haliza Sarudin, Isarji Muhamad, Ainon Jariah
author_facet	Engku Ibrahim, Engku Haliza Sarudin, Isarji Muhamad, Ainon Jariah
author_sort	Engku Ibrahim, Engku Haliza
title	Gender, metacognition, and vocabulary learning strategies of Malay ESL learners
title_short	Gender, metacognition, and vocabulary learning strategies of Malay ESL learners
title_full	Gender, metacognition, and vocabulary learning strategies of Malay ESL learners
title_fullStr	Gender, metacognition, and vocabulary learning strategies of Malay ESL learners
title_full_unstemmed	Gender, metacognition, and vocabulary learning strategies of Malay ESL learners
title_sort	gender, metacognition, and vocabulary learning strategies of malay esl learners
publisher	Institute of Physics Publishing
publishDate	2018
url	http://irep.iium.edu.my/66775/ http://irep.iium.edu.my/66775/ http://irep.iium.edu.my/66775/ http://irep.iium.edu.my/66775/1/66775_Gender%2C%20metacognition%2C%20and%20vocabulary%20learning.pdf http://irep.iium.edu.my/66775/2/66775_Gender%2C%20metacognition%2C%20and%20vocabulary%20learning_WOS.pdf
first_indexed	2023-09-18T21:34:51Z
last_indexed	2023-09-18T21:34:51Z
_version_	1777412751980756992

Gender, metacognition, and vocabulary learning strategies of Malay ESL learners

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