This research analyzed how Afghan EFL learners vary in or align with language learning strategies (LLS) by gender. The study addressed 140 undergraduate students majoring in English language and literature at Parwan University, distributed equally between 70 male and 70 female participants. Data were obtained using two tools: a demographic survey and Oxford’s Strategy Inventory for Language Learning (SILL). An independent samples t-test was implemented to compare the average strategy use of male and female students in terms of their inclinations and adoption of LLS. The results revealed that Afghan EFL students are moderately engaged in language learning strategies. Across the different categories, compensation and metacognitive strategies were used predominantly. On the other hand, cognitive and memory strategies were less commonly adopted among Afghan EFL learners. Furthermore, quantitative analysis indicated no meaningful gender-based contrasts in the overall implementation of LLS.
Karimi et al. (Fri,) studied this question.