On the Relationship between EFL Learners’ Grammar Learning Strategy Use and Their Grammar Performance: Learners’ Gender in Focus

Abstract

This study sought to investigate the interplay between grammar strategies employed by intermediate EFL learner and their performance on a grammar test. To undertake the study, eighty homogenized intermediate students, comprising 37 males and 29 females, took part in the study. Having been homogenized via quick placement test (QPT), the participants were asked to respond to Oxford’s (1990) grammar learning strategies questionnaire (hereafter, GLSQ). Next, the participants were asked to take a grammar test. The findings revealed a significant relationship among six subscales of GLSs and EFL learners’ performance on the grammar test. In addition, the results indicated a significant difference between male and female students in term of their performance on the grammar test. More precisely, female students outperformed the male counterpart as far as their performance on grammar test was concerned. In addition, the results attested that cognitive strategy and compensation learning strategy were the most and the least strategy types employed by the participants. The findings have pedagogical implication for both English as a foreign or second language.