The third research question aims to investigate whether significant interactions exist between educational focus and gender with respect to language learning strategy use across the six-category strategies. The results of the meta-analysis showed that there were no significant gender differences in the subgroup of English majors and it may be because both male and female learners used strategies in a more homogeneous way. Male English majors even tended to use strategies more frequently than female English majors, but the differences failed to reach statistical significance. There still existed significant gender differences in the subgroups of non-English majors and the differences in the strategy use between these two genders remained small.
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Learning is both a socially mediated event and a biological one. Individuals are predisposed to learn some topics more readily than others. A predisposition to learn some behaviors or concepts more easily than others is determined by prior learning experiences and the neurochemical processes that allow learning to occur and changes in the structure of the brain in response to learning (Posner & Raichle, 1994). Every learner brings a set of personality and psycho-emotive characteristics to the task of learning something (Brown, 2007). Thus, those who choose to major in English tend to have a strong motivation in the subject matter and formulate a strong identity with the learning activities and challenges that are required.
Biopsychosocial hypotheses recognize that nature and nurture are inextricably entwined. This suggests that the interaction of biology and the environment may provide reasonable explanation that English majors’ language learning is different from non-English majors’. Therefore, from the perspective of biopsychosocial hypotheses, gender differences in language learning strategy use might be minimized or even closed since the brain, the environment and the cultural variables keep interacting in a trigonometrical relationship to cultivate an individual learner. English majors are just a good example that no matter male or female learners may experience the similar learning environment or cultural variables so that their brain development and other internal processes are both influenced by biological and psychosocial aspects. English majors can be considered as good language learners and also successful learners since they are capable of dealing with the language courses and activities in the English department which are normally much more challenging and difficult than those required for the non-English majors.
The strategy use of good language learners were provided by comparing successful and less successful learners (Vann & Abraham (1990); Ellis, 2014). The generalization of how successful learners use and learn a second or foreign language
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was revealed by examining research (Green & Oxford, 1995; Bruen, 2001; Chamot, Kupper, & Impink-Hernandez, 1988; Griffiths, 2003; Kim, 2001; Wharton, 2000;
Chamot & Kupprt, 1989; Khaldieh, 2000; O’Malley & Chamot, 1990; Bremner, 1999;
Abraham & Vann, 1987; Chamot & El-Dinary, 1999; Park, 1997; Peacock & Ho, 2003 ) involving the relationship between language learning strategy use and learner’s different proficiency levels. How successful learners use and learn a second and foreign language could be summarized as follows: a) successful learners effectively use a greater number, and a higher frequency of learning strategies; b) these learners are aware of strategy use; c) the learners use strategies in a purposeful and active manner; d) successful learners know how to choose appropriate strategies depending on the demands of the learning situations and the language tasks; e) cognitive and metacognitive strategies are critical to effective learning due to the fact that they are related to higher level of language proficiency.
Among the characteristics of successful learners mentioned above, self-awareness is most discussed and emphasized by the researchers of good language learners. Most researchers (Cohen, 1999; O’Malley & Chamot, 1990; Oxford, 1990) underscored that language learning strategy use must involve some degree of consciousness, awareness, and intentionality. Halbach (2000) agreed at a similar conclusion by analyzing the language learning strategy use of the successful and weaker students of English in their diary. She found that weaker students were verified to lack critical self-awareness and proposed that the weaker students’ study would become a vicious circle since they lack the necessary strategies to improve themselves. They would in the end lack the proficiency to adopt effective strategies.
Also, motivation and learning beliefs are highly related to good language learners. In the language learning motivation field, there has been a tendency that the intrinsic and extrinsic distinctions are conflated with the integrative and instrumental
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distinctions to some extent since intrinsic motivation, like integrative motivation, is founded in deep-rooted personal interested and positive attitudes and feelings (Dickinson, 1995; Noels, 2001). However, intrinsic motivation may play a more important role in language learning because intrinsically motivated learning is not simply learning for the sake of learning; nor is it simply learning for fun and enjoyment (Deci and Ryan, 1980). Compared to their extrinsically motivated counterpart, research suggests that such learners are likely to display much higher levels of involvement in learning, engaging in more efficient and creative thinking process, use a wider range of problem-solving strategies, and interact with and retain material more effectively (Condry & Chambers, 1978; Boggiano & Pittman,1992;
Fransson, 1984).
Kalaja (1995) observed that beliefs have been seen mainly as “cognitive entities to be found inside the minds of language learners” (p.192) and they are now seen as socially constructed in specific social, cultural educational and political contexts.
Beliefs are recognized as part of students’ experiences and interrelated with their environment, and attention is given to beliefs in conjunction with actions and possibilities within particular social contexts. According to White’s (2003) study, the good language learners were those who were successful in these social contexts because they succeeded in adapting their expectations and beliefs to the opportunities available to them and forging a match between those opportunities and their own needs, preferences and abilities.
From the characteristics of good language learners, the general idea of English majors who have positive motivation and the particular sets of learning beliefs in adapting their learning to the social contexts may cultivate themselves to be ahead of other non-English learners. Their language learning achievements can be different from non-English majors since their language learning experience is modulated by the
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interaction of their biological and psychosocial development. They may possess more language learning abilities and this phenomenon again shows the influences on strategy use and choice. Hence, two gender groups of English majors appear more identical and present another feature in the field of language learning strategy use.