This scholarly inquiry elucidates the conjunction of gender and ambiversion in English language pedagogy among Vietnamese students, a lesser-explored group. It emphasizes the significance of personal pedagogical tendencies and sociocultural influences and appraises novel techniques like musical-auditory engagement. Implementing a mixed-methods design, it amalgamates questionnaire surveys and semi-structured conversations among twenty-two ambiverted participants (seven males, fifteen females). Statistical examination and thematic analysis decipher gender’s impact on strategy choice. The research reveals notable gender-based differentiation in language strategy selection, with each gender exhibiting unique preferences. Sociocultural elements shape linguistic predilections, and innovative techniques such as musical-auditory engagement show promise of improved learning. The study enriches the existing literature by examining the gender–ambiversion nexus in language acquisition strategies. Mixed-methods integration yields holistic understanding, emphasizing the need for adaptive pedagogy and sociocultural sensitivity in curriculum crafting. The research, while contributive, recognizes limitations, primarily its small sample size and geographical limitation to Vietnam. Future studies can expand this scope for greater external validity. Outcomes suggest tailored pedagogical frameworks for gender-specific ambivert needs and emphasize the incorporation of innovative strategies for optimal language learning, thus contributing to inclusive and efficient educational designs. The study’s societal implications promote academic parity and align with gender equality principles, stressing gender-awareness in language acquisition strategies among ambiverts for a more inclusive learning environment.