Ethiopian Renaissance journal of Social Sciences and Humanities

Abstract

This study explores grammar learning strategies used by preparatory school grade 11 students in Addis Ababa. From a total of 991 students at Medhanialem preparatory school a sample of 264 (117 Male and 147 Female) students were selected randomly and completed the 35 items Grammar Learning Strategies Questionnaire (GLSQ), which was modified from Oxford’s (1990) Strategy Inventory for Language Learning (SILL). The result showed the students were moderate grammar learning strategy users, and Compensation Strategies were the most frequently used strategies, while Affective Strategies are the least frequently used strategies. Even though there is no significant difference between male and female participants in their overall strategy use, gender difference is observed in the least frequently used strategies. The study revealed that males indicated that Affective Strategies were their least preferred strategies while females stated that Metacognitive Strategies are their least preferred ones. The result of the study informs that grammar learning strategies need to be important focus areas of the students’ language learning process