VOCABULARY LEARNING STRATEGIES USED BY MALE AND FEMALE SENIOR HIGH SCHOOL STUDENTS: A QUALITATIVE STUDY

Abstract

Vocabulary learning strategies (VLS) play a significant role in helping English as a Foreign Language (EFL) learners develop vocabulary knowledge. However, differences in the ways male and female students employ these strategies and perceive their usefulness remain insufficiently explored. This study aimed to identify the vocabulary learning strategies most frequently used by male and female senior high school students and to examine their perceptions of those strategies. A qualitative descriptive design was employed. Data were collected through a questionnaire administered to 185 students, followed by semi-structured interviews and reflective journals involving 12 selected participants consisting of six male and six female students. The questionnaire provided an overview of students’ strategy preferences, while the interview and journal data were analyzed thematically to gain deeper insights into learners’ experiences and perceptions. The findings revealed that metacognitive strategies were the most frequently used, followed by social, cognitive, determination, and memory strategies. Although both male and female students applied various vocabulary learning strategies, they demonstrated different preferences in their learning practices. Furthermore, students perceived vocabulary learning strategies as beneficial for improving vocabulary understanding, strengthening vocabulary retention, increasing confidence in using English, enhancing learning interest, and creating a more comfortable learning environment. These findings highlight the importance of integrating diverse vocabulary learning strategies into English instruction to accommodate students’ different learning preferences and support more effective vocabulary acquisition.