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All Journal Englisia Journal Gender Equality: Internasional Journal of Child and Gender Studies
Al-Darary, Tijan
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Languange, Linguistic, Communication & Media Social Sciences

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Metacognition and modality: Exploring gender disparity in the frequency of vocabulary learning strategies among university ESL students Syahabuddin, Khairiah; Sa'i, Sa'i; Alfiatunnur, Alfiatunnur; Nashriyah, Nashriyah; Sriyanda, Ricky; Al-Darary, Tijan
INTERNATIONAL JOURNAL OF CHILD AND GENDER STUDIES Vol 11 No 2 (2025)
Publisher : UIN Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/equality.v11i2.32046

Abstract

Vocabulary plays a crucial role in second language acquisition, and effective vocabulary learning strategies can significantly enhance language proficiency. However, while various strategies have been studied extensively, the influence of gender on vocabulary learning preferences remains insufficiently explored. This study addresses that gap by examining the types of vocabulary learning strategies used by male and female students in the English Language Education Department and analysing how these strategies are implemented in their learning processes. The purpose of this study, which employed a mixed-method approach using quantitative and qualitative techniques, is to identify the dominant strategies used by each gender and determine whether significant differences exist between male and female learners in their approach to vocabulary development. Thirty students (15 males and 15 females) participated by completing a vocabulary learning strategy questionnaire, followed by in-depth interviews with three male and three female students to gain richer insights into their practical strategy use. The results indicate that both male and female students predominantly use metacognitive strategies to build their vocabulary. Female students, however, consistently showed higher engagement across all five categories of strategies: metacognitive, determination, social, memory, and cognitive. Interview responses supported these findings and revealed that both genders commonly utilized strategies such as watching movies, reading, practicing speaking, and group discussions. Interestingly, only male students reported using vocabulary games as a learning tool. This study contributes to the field of second language learning by highlighting gender-based tendencies in strategy use, which can help educators design more inclusive and effective teaching approaches.
Students’ listening comprehension problems and coping strategies in TOEFL tests Syahabuddin, Khairiah; Sa'i, Sa'i; Azizah, Azizah; Faradhila, Faradhila; Al-Darary, Tijan
Englisia Journal Vol 13 No 1 (2025)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v13i1.32179

Abstract

Listening comprehension is widely acknowledged as a critical component of second language proficiency, yet many learners continue to experience substantial difficulty in this skill, particularly in high-stakes assessment contexts such as the TOEFL. Despite its importance, research continues to highlight a gap in understanding the specific challenges faced by learners and the strategies they adopt to manage these demands. Accordingly, this study sought to explore the types of listening difficulties encountered by students during the TOEFL and to identify the strategies they employ to address them. Using a descriptive qualitative approach, data were collected from twenty undergraduate students who had previously taken the TOEFL through structured interviews and documentation analysis. The findings revealed several recurring challenges, including reduced concentration, unclear speaker voice, low audio quality, rapid delivery of speech, and unfamiliar vocabulary. Participants reported managing these difficulties through increased exposure and practice, maintaining stronger focus throughout tasks, utilizing top-down strategies such as identifying main ideas, and applying inferencing and prediction to anticipate information. Overall, the study illustrates the multifaceted nature of TOEFL listening challenges and emphasizes the value of explicit listening strategy instruction and regular practice within language programs. Future research involving more diverse learner populations is recommended to strengthen the generalizability and applicability of these findings.
Co-Authors Alfiatunnur Alfiatunnur Azizah Azizah Faradhila, Faradhila Khairiah Syahabuddin Nashriyah Nashriyah Sa'i, Sa'i Sriyanda, Ricky