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Vakilifard A, Atashgaran M. Revolutionizing Pronunciation Mastery in Persian: Impact of Gender, Age, and Educational Level on Learning Strategies. JCALS 2024; 1 (2) : 4
URL: http://cals.gonbad.ac.ir/article-1-47-en.html

Despite the significance of pronunciation in second language acquisition, there has been limited research on strategies for pronunciation learning among Persian language learners with various gender, age and educational levels. This study aims to fill the gap in the literature among 119 learners, hailing from diverse national backgrounds. To gather data, a questionnaire encompassing six distinct strategy groups and 43 techniques was utilized. The analysis of the data revealed no significant difference between males and females in the use of memory, metacognitive, affective, and social strategies. While, the use of cognitive and compensation strategies in pronunciation learning was found to significantly differ between male and female language learners. There were no significant differences in the use of memory, cognitive, metacognitive, and affective strategies between individuals below and above 20 years of age. However, individuals above 20 years of age utilized compensation and social strategies more frequently than those below 20 years of age. The findings of this study found no significant difference in the average scores of the six pronunciation learning strategy components between undergraduate and graduate students. These results can assist educators and textbook authors in developing language learning curricula that take into consideration the impact of age and gender differences, thereby enhancing the overall effectiveness of language instruction.