Abstract
Vocabulary learning strategies are sub-division of Language Learning Strategies. These strategies have a prominent place in students learning. The aim of this study was to explore the use of vocabulary learning strategies by male and female students at higher secondary level. 3059 students were involved in this study. Questionnaire was used to investigate the strategies used by the students. Descriptive statistics, including means and standard deviations and response percentages were calculated to summarize the responses to the metacognitive and cognitive vocabulary learning strategies. This analysis identifies the overall patterns of the use of vocabulary learning strategies. The findings reveal that there was a striking variation between male and female students in the use of VLS. Female students are ardent users as compared to their counterparts. The findings of this study lead to some suggestions to enhance students’ vocabulary.