Abstract

Vocabulary learning strategies play an indispensable role in assisting foreign language learners in expansion of their lexicon albeit efficaciousness of each strategy largely contingent upon preferences of individual learners. The present pilot study aims at investigating gender difference in preferences for second language vocabulary learning strategies. Self-report questionnaires on frequency of usage of distinct vocabulary learning strategies were distributed to 15 Thai learners of English at tertiary level. Male students were discovered to employ form-focused strategies as well as metacognitive monitoring and evaluation strategies more frequently whilst female students were found to adopt meaning-focused cognitive strategies and metacognitive planning strategies more frequently than their counterparts do. Such gender difference may illuminate instruction on vocabulary learning strategies in foreign language classrooms by encouraging teachers to take gender of students into consideration whilst planning vocabulary lessons in a bid to maximize pedagogical efficacy.