GENDER DIFFERENCES IN THE USE OF GRAMMAR LEARNING STRATEGIES AMONG ADULT LEARNERS: INSIGHTS FROM A GERMAN L3 CONTEXT

The aim of this research is to explore the grammar learning strategies (GLS) employed by adult learners of German, whose first language (L1) is Croatian and second language (L2) is English. The study specifically investigates the most and least frequently used GLS, as well as gender‐based differences in their application. The Grammar Learning Strategies Questionnaire (Božinović, 2012) was used to assess participants'strategy use. The results have shown that learners employed GLS at a moderate frequency when studying German as their L3. Among the various strategies, grammar self‐discovery and active GLS were the most frequently used, whereas visual and social strategies were the least utilized. Statistically significant gender differences were observed: female learners more frequently applied grammar memory strategies and visual GLS than their male counterparts. Furthermore, the results suggest that foreign language learners simultaneously employ and adapt a combination of different GLS, indicating the potential for strategic transfer in new language circumstances. By orchestrating multiple strategies simultaneously, learners can enhance their grammatical competence and overall language proficiency. The study highlights the importance of understanding individual differences, particularly gender‐based preferences, in developing more effective and personalized language teaching strategies.