Gender-based Differences in EFL Learners' Language Learning Strategies and Productive Vocabulary

Gender is a key factor in the field of Second Language Acquisition (SLA), where its impact on language learning strategies (Aslan, 2009; Oxford & Nyikos, 1989; Sumarni Rachmawaty, 2019) and productive vocabulary (Canga Alonso Arribas García, 2014; Fleckenstein, 2018; Jiménez Catalán Moreno Espinosa, 2004) has been investigated. However, to our knowledge, there lack research gender relation English as Foreign (EFL). The present study aimed pursue three objectives. first one was ascertain whether males or females employed more strategies. second objective determine had vocabulary. Finally, third investigate statistically significant relationship between sample consisted 51 EFL learners (20 31 females) at year Spanish non-compulsory Secondary Education (equivalent 12th grade). Strategy Inventory for Learning (SILL) questionnaire (Oxford, 1990) Productive Vocabulary Levels Test (PVLT) (Laufer Nation, 1995, 1999) were instruments order measure informants’ respectively. Afterwards, students’ answers processed electronically analyzed quantitatively. Results revealed that use significantly than males, but not differences them regarding Moreover, positive correlation found vocabulary.