The aim of this study is to examine the use of language learning strategies of university preparatory class students with respect to their gender and sort of LYS (Undergraduate Placement Exam) point. The participants of the study were 461 students who study at Düzce University preparatory unit. “Language Learning Strategies Inventory”, developed by Oxford (1990) and adapted to Turkish by Cesur and Fer (2007), was used to identify the use of language strategies of the attendants. The difference between students’ general use of strategies and gender was analyzed through Independent Sample t-test technique. The difference between students’ sorts of LYS (Undergraduate Placement Exam) point and native language and their general use of strategies was analyzed through One Way ANOVA technique. Although a significant difference was not identified between students’ general strategy use and gender; there was a significant difference between memory strategies and gender, favoring females, and between compensation strategies and gender, favoring males. As to the difference between strategy use and sort of LYS point, there were not any significant differences between sort of LYS point and both general and sub-group strategy uses.
Foreign Language Teaching, Language learning strategies, Gender, Sort of LYS point