Abstract:

This study investigated language learning strategies (LLS) used by English as foreign language (EFL) learners in Nepal. For this study, 370 undergraduate level students from a university in Nepal responded to a questionnaire. The quantitative software SPSS was used to analyse the data. Results indicated that students were moderate users of those LLS. When considering strategies separately, metacognitive strategies were reported to be employed significantly more than any other category of strategies; followed by compensation and cognitive strategies. Affective strategies were the least preferred strategies by the participants. T-test results revealed significant differences between male and female learners in the use of overall strategies; male students reported using LLS more frequently than female students. Additionally, it was found that male students favoured compensation, social, and affective strategies more than their female peers, whereas female students preferred cognitive and metacognitive strategies more than their male peers. However, there was no significant difference between male and female students with regard to the use of memory strategies. Implications of these findings for EFL teaching and recommendations for further research are discussed.

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