Laib, NesrineBouri, Hadj2018-03-132018-03-132013university of Oum-El-Bouaghihttp://hdl.handle.net/123456789/2389The present dissertation aims at investigating the language learning strategies used by male and female learners of english as a foreign language. It is an attempt to see the amount and domain differences in strategy use among learners, and to reveal the link between strategy use and language (i.e. the writing and speaking skills) achievement. As well as, it tries to find out the difference in strategy use between genders and its impact on their achievement in english. 60 (30 male and 30 female) randomly chosen students from Larbi Ben M'Hidi university, Oum-El-Bouaghi participated in the study. At the time of the study, all the participants were at the same educational level, first year, and from different groups. The data were gathered first through an Arabic translated version of strategy inventory for language learning of oxford (1990), then via a collection of learners' biannual examination scores in the modules of "written expression" and "oral expression". The research findings were mainly analyzed by descriptive statistics, independent sample t-tests and ANOVA tests. The findings of the study revealed that, though males and females are almost alike in the use of some strategies, they differ significantly in the language learning strategies overall use, i.e. in terms of language learning strategies type and extent of their uses, females surpassed males. Moreover, the study shed light on the relation between gender, language learning strategies and language achievement. It seemed that females were advantageous than males in language learning, as well as surpassed them in the amount of strategies use; the more strategies were used and varied in accordance with one's needs and the target language task requirements, the best language achievement we got.enEnglish languageEnseignement : langue (anglais)Other