Gender, Experience And Language Of Instruction: A Triadic Influence On Language Learning Strategy Use Among Teachers.

Received on: 06/08/2025 Accepted on:20/10/2025

Abstract

This study examines the impact of various factors, including gender, teaching experience, and language of instruction, on the use of language learning strategies (LLS) and their effect on communicative competence. The research was conducted on a sample of 50 professors, examining how these variables influence the choice and effectiveness of strategies in primary school language learning. Gender differences were observed in the strategies used by male and female professors, with females tending to employ more metacognitive and social strategies, while males favored cognitive and compensatory strategies. This aligns with previous studies, which suggest that men and women may approach language learning differently. Furthermore, the experience of teachers was shown to influence their ability to select and adapt strategies effectively. Teachers with over 10 years of experience applied a more balanced approach to LLS, enhancing their students' communicative competence. The study also reveals that the language of instruction plays a significant role in shaping strategy selection, with professors teaching in Arabic and French exhibiting different strategic preferences compared to those teaching in English. This finding reinforces the idea that the language in which instruction occurs can impact learning strategies