scholarly journals Gender differences in task-based performance of EFL students

2011 ◽  
Author(s):  
Reza Gholami
Keyword(s):  
Gender Differences ◽  
Efl Students

scholarly journals On The Relationship between Listening and Speaking Grades of AL-Balqa Applied University English as a Foreign Language Students

2017 ◽  
Vol 10 (12) ◽  
pp. 130
Author(s):  
Tamador K. Abu-Snoubar
Keyword(s):  
Gender Differences ◽  
Foreign Language ◽  
T Test ◽  
Positive Relation ◽  
Efl Students ◽  
On Line ◽  
Language Students ◽  
The Relationship ◽  
Listening And Speaking ◽  
Foreign Language Students

This paper aims at exploring the relation between the two skills of listening and speaking. In addition, it tries to investigate the presence of any gender differences in this relation. To achieve these ends, the listening and speaking exams marks of (122) EFL students registered in the English 102 on-line compulsory course were analyzed using SPSS. The findings proved the existence of a positive relation between the two skills (r=0.433). The Independent Sample T-Test also proved that there were significant statistical differences at (α ≤ 0.05) level due to gender differences in the correlation between the listening and speaking abilities among Al-Balqa Applied University EFL students in favor of the females.

scholarly journals The Use of Reading Strategies Amongst Saudi University EFL Students

2019 ◽  
Vol 8 (3) ◽  
pp. 234
Author(s):  
Sultan Altalhab
Keyword(s):  
Gender Differences ◽  
University Students ◽  
Reading Strategies ◽  
Female Students ◽  
Limited Time ◽  
Male And Female ◽  
Efl Students

This study examined the use of reading strategies amongst Saudi EFL university students, exploring which strategies are perceived to be the most frequently used. Additionally, this study also aimed to explore gender differences in Saudi EFL university students’ adoption of reading strategies. The total number of the participants in this study was 148 students (75 male, 73 female) and they completed a questionnaire on the use of reading strategies. The results revealed that Saudi EFL university students were aware of most types of reading strategies. No significant differences were found between male and female students in the use of reading strategies. A noteworthy finding was that most of the students were likely to spend limited time, only 15 minutes or less a day reading English texts.

scholarly journals Gender differences in writing complex sentences: A case study of Indonesian EFL students

2016 ◽  
Vol 11 (1) ◽  
pp. 69-80 ◽  
Author(s):  
Maria Fe Suganob-Nicolau ◽  
Katharina Endriati Sukamto
Keyword(s):  
Gender Differences ◽  
High School Students ◽  
Female Students ◽  
Vocabulary Knowledge ◽  
Simple Sentence ◽  
School Students ◽  
Complex Sentences ◽  
Efl Students ◽  
Narrative Account

This study investigated the Indonesian EFL students’ proficiency in writing complex sentences and explored the gender differences in their writing products. Thirty-eight (38) high school students – 19 males and 19 females – were instructed to write a narrative account of the silent movie, The Pear Film, immediately after watching it. The result of the study revealed that the students’ production of sentence complexity exhibited a sequential degree of difficulty from simple sentence (1 T-unit) to more complex sentences (2 T-units or 3 T-units). Female students had higher frequencies in producing T-units, and they also exhibited a more powerful imagination and creativity in building complex sentences. However, the males outnumbered the females in the production of lexical variety. This indicated that longer sentences are not always directly related to the breadth of vocabulary knowledge.

scholarly journals Gender differences in university EFL students’ language proficiency corresponding to self-rated attention, hyperactivity and impulsivity

2017 ◽  
Vol 15 (41) ◽  
Author(s):  
Hsin-Yi Liang ◽  
Brent A. Kelsen
Keyword(s):  
Gender Differences ◽  
Language Proficiency ◽  
Efl Students ◽  
Los Grupos ◽  
Estudiantes Universitarios

Introducción. Este estudio examina la desatención, la hiperactividad y la impulsividad autoinformadas de los estudiantes universitarios, y su relación con su desempeño en una prueba de proficiencia en inglés de altas exigencia, teniendo en cuenta el género.Método. Los atributos de falta de atención, hiperactividad e impulsividad se evaluaron mediante el cuestionario de la Auto-Reported Scale (ASRS) del Trastorno de Déficit de Atención de Adultos / Hiperactividad (ADHD). Un total de 229 estudiantes universitarios matriculados en cursos EFM de segundo año completaron la versión china del ASRS. Se usó una prueba de proficiencia en inglés de alto nivel, como requisito de graduación para medir su habilidad en el rendimiento de lectura y lectura en inglés.Resultados. Los resultados del análisis de varianza (ANOVA) no revelaron diferencias entre los grupos alto y bajo de déficit de atención, hiperactividad e impulsividad con respecto a la audición, la lectura y las puntuaciones totales de la prueba de proficiencia en inglés. Sin embargo, la separación de la muestra total en alto y bajo déficit de atención, la hiperactividad y la impulsividad grupos de múltiples comparaciones de grupos podría demostrar diferencias significativas entre los géneros. Las puntuaciones de alta déficit de atención, hiperactividad e impulsividad se asociaron con menor audición, lectura y puntuaciones totales para los estudiantes varones.Discusión y conclusión. Los hallazgos se discuten en relación con la investigación relevante en el campo y se consideran las implicaciones instruccionales.

scholarly journals Factors Facilitating the Implementation of the EFL Student’s Portfolio

2017 ◽  
Vol 5 (4) ◽  
pp. 612
Author(s):  
Eman Saleh Al-Kindi ◽  
Abdo Mohamed Al-Melklafi
Keyword(s):  
Gender Differences ◽  
Research Instrument ◽  
Teachers And Students ◽  
Efl Students ◽  
Research Questions ◽  
The Given

<p><em>The study examines the factors that facilitate the implementation of the student’s portfolio as viewed by EFL students and teachers. Gender differences in the factors were also investigated. To collect the data needed for answering the research questions, two instruments were developed, validated, and checked for reliability. The study sample included 953 students and 258 teachers. The main findings r</em><em>regarding factors that facilitate the implementation of the student’s portfolio, both teachers and students agreed on the list of the given factors in the research instrument. Teachers considered the availability of materials and resources as the most important factor for better implementation of the student’s portfolio. Students viewed teachers’ support as the most important factor that would lead for better implementation of the student’s portfolio. Moreover, </em><em>gender differences were reported with regard to the factors for both teachers and students.</em></p>

scholarly journals Attitudes towards English Literature: The Case of EFL Students at Three Saudi Colleges

2020 ◽  
Vol 8 (3) ◽  
pp. p1
Author(s):  
Hassan M. Kassem
Keyword(s):  
Gender Differences ◽  
Language Proficiency ◽  
Positive Relationship ◽  
English Literature ◽  
Great Effort ◽  
Motivational Orientations ◽  
Item Questionnaire ◽  
Positive Attitudes ◽  
Efl Students ◽  
And Performance

The primary aim of the study was to investigate the attitudes held by Saudi EFL students and the difficulties they have in studying English literature. Another aim was to explore gender differences in attitudes towards English literature. The relationships between (1) general motivational orientations to learn English and attitudes towards English literature, and (2) general motivational orientations to learn English and attitudes towards English literature, and performance in literary courses were also explored. A cohort of 180 Eighth level majors at three Saudi colleges completed a researcher-developed 28-item questionnaire probing their general motivational orientations to learn English and attitudes towards English literature in terms of emotions associating studying English literature, cultural and religious sensitivities about studying English literature and the importance of studying English literature. Participants were found to hold positive attitudes towards English literature. They reported no cultural or religious sensitivities about studying English literature in their context. The difficulties they reported facing when studying English literature included difficult vocabulary and literary terms, difficult content and long pieces of literature, lack of language proficiency, and having to exert great effort. No gender differences were found in attitudes. Intrinsic motivation was found to be a significant predictor of positive attitudes towards English literature. Finally, a significant positive relationship was found between general motivational orientations to learn English and attitudes towards English literature, and performance in literary courses. Instructional implications and suggestions for further research are provided.

scholarly journals The Effects of Situational and Perceived Interest on EFL Reading Comprehension: A Gender-Based Study at the University of Algiers 2

2021 ◽  
Author(s):  
Mohammed Akhrib ◽  
Fatma Zohra Mebtouche Nedjai
Keyword(s):  
Gender Differences ◽  
Reading Comprehension ◽  
Foreign Language ◽  
Situational Interest ◽  
Male And Female ◽  
Main Research ◽  
Freshmen Students ◽  
Efl Students ◽  
Gender Based ◽  
The University

This study aims to investigate gender differences in English as a foreign language (EFL) reading comprehension, situational and perceived interest for gender-oriented passages. It also examines whether any gender variances in situational or perceived interest in those passages cause gender differences in EFL reading comprehension. Throughout this research, clear insights about individual differences and the unexplained variance in foreign language reading are provided. Two main research questions were formulated: (a) Do gender differences in EFL students’ situational interest explain gender differences in EFL students’ reading comprehension? (b) Do gender differences in EFL students’ PI explain gender differences in EFL students’ reading comprehension? In this concern, EFL freshmen students at the University of Algiers 2, including 35 females and 24 males, were conveniently selected. The selected materials were two tests of reading comprehension with male and female texts. Each of these tests was followed by the questionnaires of sources of interest and perceived interest, adapted from Brantmeier (2006). Findings revealed significant gender differences in tests with male and female passages. Besides, significant gender differences found in cohesion, prior knowledge, ease of recollection, and perceived interest for both male and female passages in addition to engagement for the female text did not account for gender differences in reading comprehension of their respective tests. In this way, other factors than situational and perceived interest would explain gender differences in reading comprehension.

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