Grammar Learning Strategies Use of Grade 11 Students at Medhanealem Preparatory School: Gender in Focus
| dc.contributor.advisor | Mulugeta, Fekadu (PhD) | |
| dc.contributor.author | Bayou, Yemeserach | |
| dc.date.accessioned | 2018-06-25T09:59:38Z | |
| dc.date.accessioned | 2023-12-05T13:47:32Z | |
| dc.date.available | 2018-06-25T09:59:38Z | |
| dc.date.available | 2023-12-05T13:47:32Z | |
| dc.date.issued | 2015-06 | |
| dc.description.abstract | This study explores grammar learning strategies used by grade 11 students of Medhanealem preparatory school focusing on the differences between the two genders. Survey research design was used in the study. The data for this research were gathered from 264 (117 Male and 147 Female) participants. The strategy use was assessed through a 35 items Grammar Learning Strategies Questionnaire (GLSQ), which was modified from Oxford’s (1990) Strategy Inventory for Language Learning (SILL). The internal reliability of the instrument was checked and revealed an acceptable reliability (.60). The data were analyzed using Statistical Package for Social Sciences (SPSS) version-20. The results show that Compensation Strategies were the first used strategy category by the learners, while Affective Strategies ranking last on students preference scale. The study also reveals that there were differences between male and female students in their preferences of strategy categories, in which males prefer Affective Strategies the least, while Metacognitive Strategies were the least favored strategy group by females, whereas Compensation Strategies were the most preferred strategy group by both male and female learners. In general, the result of the independent Samples t-test reveals that there were no significant relationship between gender and grammar learning strategies use. Finally, based on the findings of the study, it was suggested that teachers need to create opportunities for students to use indirect strategies. Additionally, it was recommended to incorporate learning strategies training into the curriculum. | en_US |
| dc.identifier.uri | http://etd.aau.edu.et/handle/123456789/3144 | |
| dc.language.iso | en | en_US |
| dc.publisher | Addis Ababa University | en_US |
| dc.subject | Grammar Learning Strategies | en_US |
| dc.title | Grammar Learning Strategies Use of Grade 11 Students at Medhanealem Preparatory School: Gender in Focus | en_US |
| dc.type | Thesis | en_US |