Estrategias de aprendizaje de idiomas empleadas por estudiantes universitarios vietnamitas: una comparación de género
| Author | Wa Thái Nh? Ph??ng |
| Position | Tay Do University, Vietnam |
| Pages | 196-218 |
Estrategias de aprendizaje de idiomas empleadas
por estudiantes universitarios vietnamitas:
una comparación de género
Wa ái Nh Phng
Tay Do University, Vietnam
E-mail: wtnphuong@tdu.edu.vn; ORCID: https://orcid.org/0000-0003-1746-5173
Resumen. El propósito de este estudio fue investigar la frecuencia de las estrate-
gias de aprendizaje de idiomas empleadas por estudiantes universitarios vietnamitas de
primer año. También examinó la relación entre el género y las estrategias de aprendi-
zaje de idiomas. Para recopilar y analizar datos para este estudio, se utilizaron enfoques
de métodos mixtos, que incorporaron datos tanto cuantitativos como cualitativos. En
la fase cuantitativa participaron un total de 100 estudiantes de primer año de una uni-
versidad vietnamita (50 mujeres y 50 hombres). Veinte estudiantes participaron en la
fase de entrevista del estudio durante la fase cualitativa. Se utilizó una guía de entrevis-
ta semiestructurada para recopilar datos cualitativos, mientras que en la fase cuantita-
tiva se utilizó un cuestionario adaptado del Strategies Inventory of Language Learning
de Oxford (1990). Los hallazgos demostraron que, con la excepción de las estrategias
compensatorias, las estudiantes utilizaron estrategias de aprendizaje de idiomas con
mucha más frecuencia que los estudiantes varones. En comparación con los hombres,
las mujeres emplearon tácticas más indirectas. Además, la técnica social fue la estra-
tegia de aprendizaje de idiomas más utilizada tanto por estudiantes masculinos como
femeninos. Los hombres tendieron a emplear tácticas de memoria con más frecuencia
que las mujeres, mientras que las mujeres utilizaron estrategias compensatorias con
menos frecuencia. Los hallazgos mostraron que, con respecto a la utilización de cada
tipo de estrategia, las diferencias de género no fueron estadísticamente signicativas
en las tres categorías de estrategias de aprendizaje de idiomas: afectiva, compensatoria
y cognitiva.
Palabras clave: género, estrategias de aprendizaje, inuencias de género, estudiantes
universitarios, lengua extranjera.
Recibido: 18/06/2024 ~ Aceptado: 28/09/2024
INTERACCIÓN Y PERSPECTIVA
Revista de Trabajo Social
ISSN 2244-808X ~ Dep. Legal pp 201002Z43506
DOI: https://doi.org/10.5281/zenodo.14031731
Vol. 15 (1): 196- 218 pp, 2025
Estrategias de aprendizaje de idiomas empleadas por estudiantes universitarios vietnamitas:
una comparación de género 197
Vol. 15(1) enero-marzo 2025/ 196 - 218
Language learning strategies employed by Vietnamese
university undergraduates: a gender comparison
Abstract. e purpose of this study was to look into the frequency of language
learning strategies employed by rst-year Vietnamese university undergraduates. It
also examined the relationship between gender and language learning strategies. In
order to collect and analyze data for this study, mix method approaches were used,
which incorporated both quantitative and qualitative data. A total of 100 rst-year
students from a Vietnamese university—50 females and 50 males—were involved in
the quantitative phase. Twenty students participated in the study’s interview phase
during the qualitative phase. A semi-structured interview guide was utilized to gather
qualitative data, while a questionnaire adapted from Oxford’s (1990) Strategies Inven-
tory of Language Learning was the instrument used in the quantitative phase. e
ndings demonstrated that, with the exception of compensatory strategies, female stu-
dents considerably more frequently used language learning strategies than did male
students. Compared to males, females employed more indirect tactics. Furthermore,
social technique was the most often utilized language learning strategies by both male
and female students. Males tended to employ memory tactics more frequently than
females, whereas females used compensatory strategies less frequently. e ndings
showed that, with regard to the utilization of each strategy type, gender dierences
were not statistically signicant in the three language learning strategy categories: af-
fective, compensating, and cognitive.
Keywords: gender, learning strategies, inuences of gender, undergraduates, foreign language.
INTRODUCTION
ere are many ways to use in order to study a new language eectively. Past studies on second
language learning reported that students’ performance can be improved by using various strategies
in order to learn eectively and eciently (O’Malley & Chamot, 1990, Boonkongsaen, 2014,
Oxford, 2013). One of the best ways is using learning strategies, which are dened as “specic ac-
tions, behaviors, steps, or techniques -- such as seeking out conversation partners, or giving oneself
encouragement to tackle a dicult language task -- used by students to enhance their own learn-
ing” (Scarcella & Oxford, 1992, p. 63). It is also proposed that learning strategies are transferable
in terms of these potently advantageous eects of language learning strategies (LLSs), which means
they can be taught and learned.
In addition, a great number of studies showed that there are many learner-related factors that
inuence language learning, and one of those factors is gender. Several researchers in the elds of
language education have discussed the impact of gender on access to linguistic and interactional
tools, on the complexities of classroom engagement, and on language learning outcomes, moving
further into the student’s investigation. e impact of gender on ESL and EFL learning, along with
language learning techniques and other variables were sought in this regard. Nonetheless, the es-
sence of the relation between gender and learning a foreign or second language remains unclear, or
rather, various researchers are approaching it from several dierent viewpoints.
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