GENDER DIFFERENCES IN THE USE OF SOCIO-AFFECTIVE STRATEGIES FOR ENGLISH SPEAKING SKILLS

Abstract

Developing English-speaking competence remains a significant challenge for many English as a Second Language (ESL) learners, as emotional and social factors often influence their willingness to communicate. Socio-affective strategies, which involve emotional regulation and social interaction, have been recognised as effective approaches for enhancing speaking motivation. However, limited research has examined gender differences in the use of these strategies among Malaysian university students enrolled in oral communication courses. Therefore, this study investigated gender differences in the use of socio-affective strategies for enhancing English-speaking motivation among ESL learners at Universiti Teknologi MARA (UiTM) Dungun. A quantitative research design was employed involving 65 undergraduate students. Data were collected using a 12-item questionnaire adapted from Oxford's (1990) socio-affective strategy taxonomy and analysed using descriptive statistics and independent samples t-tests. The questionnaire demonstrated high internal reliability (Cronbach's α = .883). The findings revealed that female learners reported significantly higher use of socio-affective strategies than male learners. Female students demonstrated greater emotional awareness and were more likely to seek clarification, corrective feedback, and assistance from lecturers during speaking activities. Both genders, however, reported relatively low use of reflective strategies such as maintaining an English-speaking diary. The findings highlight the importance of integrating socio-affective strategy instruction into ESL speaking classrooms to foster emotional regulation, feedback-seeking, and collaborative learning, particularly among male learners.