English LLS used by Thai female high school students from a gender segregated school

This study aims to investigate the English language learning strategies (LLS) used by Thai female high school students from a gender segregated public school in Bangkok. The study included 63 10th and 11th graders in the school's Academic Program for the academic year of 2022. The Oxford's (1990) Strategy Inventory for Language Learning (SILL) was used as the research instrument to explore the usage of the six categories of strategies: memory, cognitive, compensatory, metacognitive, affective, and social strategies. The questionnaire results were analysed using Microsoft Excel. The findings indicated that, overall, the participants used English LLS moderately. Metacognitive strategies were used the most often, followed by social and compensation strategies, whereas memory strategies were the least preferred technique. In addition, 10th and 11th graders used English LLS slightly differently. The top three and bottom three strategies used by 10th and 11th graders were the same, but their order varied. The majority of grade 11 students used social strategies, whereas affective strategies were the least favoured ones. This research could be used to support female students in gender segregated schools to perform better in English classes, as well as help teachers design effective English courses and LLS.