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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/66775/1/66775_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
http://irep.iium.edu.my/66775/
https://www.ingentaconnect.com/content/asp/asl/2018/00000024/00000011/art00032
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spelling my.iium.irep.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 https://www.ingentaconnect.com/content/asp/asl/2018/00000024/00000011/art00032 10.1166/asl.2018.12473
institution Universiti Islam Antarabangsa Malaysia
building IIUM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider International Islamic University Malaysia
content_source IIUM Repository (IREP)
url_provider http://irep.iium.edu.my/
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/66775/1/66775_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
http://irep.iium.edu.my/66775/
https://www.ingentaconnect.com/content/asp/asl/2018/00000024/00000011/art00032
_version_ 1643619366872285184
score 13.211869

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