A Comparative Analysis of Gender-Based Differences in Vocabulary Learning Strategies among Graduate Students

Abstract

       This study investigated vocabulary learning strategies (VLSs) employed by graduate students in English for Academic Purposes (EAP) contexts, focusing on gender-based differences. Drawing on Schmitt’s taxonomy, the research adopted a descriptive design to examine the frequency and variation in strategy use among 49 graduate students at a university in Northern Thailand. Data were collected via a 41-item questionnaire and analyzed using descriptive statistics and Fisher’s Exact Test. Results revealed that affective strategies, such as using multimedia materials ( = 3.32), cognitive strategies, like notetaking ( = 3.29), and determination strategies, such as dictionary consultation ( = 3.20), were most frequently employed. Conversely, memory strategies like flashcard use were less favored. Although females showed slightly higher use of affective and social strategies, the statistical analysis revealed no significant gender differences in VLS preferences.       

       These findings align with recent research emphasizing individual academic needs and contextual factors as more influential than demographic variables. This study recommends that curriculum design for English for Academic Purposes (EAP) courses emphasize using self-regulated learning strategies responsive to specific tasks and learning contexts. It also offers suggestions for curriculum development and outlines directions for future research.