Gender differences in classroom interactions and preferences

Al-Shibel, Aliaa Galeb

doi:10.17263/jlls.903496

Cited by 5 publications

(3 citation statements)

References 17 publications

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“…Furthermore, the teacher often directed questions to male students and the general attention of the teacher was awarded to the boys. These findings were replicated in a research by Al-Shibel (2021) in which it was discovered that male students answered more questions than female students and when participating in pair assignments, male students talked more when paired with a person of the same gender. These findings highlight how girls tend to be sidelined in a language classroom and are not afforded the same opportunities as boys.…”

Section: Gender In the Language Classroommentioning

confidence: 74%

Gender and the Use of English Language Among Form 3 Secondary School Students in Malaysia

Ishak¹,

Razali²,

Sulaiman³

2022

IJARPED

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The use of the English language has been known to differ among its users based on a myriad of factors. One of these factors is gender, a social construct that influences many facets of life, including language use. The aim of this study is to investigate gender differences in the use of the English language among Form 3 secondary school students in Malaysia by looking at Lakoff's theory of women's language. Using a quantitative approach, this study consisted of 30 Form 3 students consisting of 15 boys and 15 girls as the respondents. Data obtained were analysed using descriptive statistics. The findings show some similarities and differences in language use between male and female students. Some of the similarities in male and female language use include the usage of hedges, fillers, and interruptions in speech. The differences can be seen in the use of tag questions, swear words, empty adjectives, volume of voice, and the use of formal and informal languages between male and female students. The main implication of this study is to contribute to the knowledge of gender and language use in Malaysia and to highlight the existence of women's language in the educational sphere.

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Section: Gender In the Language Classroommentioning

confidence: 74%

Gender and the Use of English Language Among Form 3 Secondary School Students in Malaysia

Ishak¹,

Razali²,

Sulaiman³

2022

IJARPED

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“…Female speakers produce more talks than males on particular topics in some circumstances. In classroom interaction, the difference in teachers' gender affects the students' preferences for talk (Alshebl, 2021). The study proved that there is a correlation between gender and language use.…”

Section: Language and Gendermentioning

confidence: 81%

Pragmatic modifiers in teachers’ polite requests in EFL classroom interaction in Manggarai, Indonesia

Gunas¹,

Simpen²,

Sudipa

et al. 2023

IJER

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This research mainly explores pragmatic modifiers in shaping teachers’ polite requests in English Foreign Language classroom interaction (henceforth: EFL). The research was designed qualitatively, employing non-participant observation and field-note methods. Audio-video recording and note-taking were used to obtain the data on the male and female teachers’ utterances during classroom interaction. The key apparatuses are a smartphone Vivo of Y21 and a digital voice recorder of 32 GB to capture natural-occurring data. The data were analysed through three interactive procedures of qualitative data analysis; data condensation, display, and conclusion drawing. The data interpretation was primarily drawn on the pragmatic theory of politeness, FTAs, and pragmatic modifiers. Part of the data was analysed from language and gender perspectives. The findings yielded that the male and female teachers applied internal and external pragmatic modifiers to enact polite requests in classroom interaction settings. The internal pragmatic modifiers cover downtoner, politeness marker, appreciative opening, and hedged performative opening. The external pragmatic modifiers include vocative, disarmer, and propitiator. There is a slight difference between male and female teachers in realising those types of pragmatic modifiers. It was partly related to the features of women’s language. However, such empirical evidence could not be directly generated for language and gender. The findings have implications for further investigations to probe the issue in depth.

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“…According to the research, the effects of teacher gender on student learning vary by subject and gender, but the effect sizes are negligible. Alshebl (2021) demonstrated that neither gender cared about the teacher's gender. However, in the interviews, all of the females stated that it was no problem for them, regardless of the teacher's gender, but that students felt more at ease with a teacher of the same gender.…”

Section: Introductionmentioning

confidence: 99%

EFL Students’ Attitude toward Learning the English language based on Teacher’s Gender: A Case study in Cambodia Context

Kimleang

Arsyad

2022

JESPI

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Gender is defined as all of the social and cultural habits, roles, conditions, and responsibilities regardless of one's biological gender, that are necessary for a society. This study aims to explore EFL students' attitudes toward learning the English Language base on teachers' gender. When teachers assess pupils with high levels of problem conduct for special education referral, cross break analysis finds that male teachers are substantially more likely than female teachers to decide not to recommend. The impact of teacher gender on this scenario has been investigated, but the results have been equivocal. Furthermore, while teacher expectations have influenced student academic achievements and student gender stereotypes have molded such expectations, the gender of the teacher has been overlooked in this context. The descriptive quality method was used in this research with the students from the National University of Battambang who currently studying for master's degrees. The questionnaires were given along with the individual interviews. The result showed that female teachers were the most selected due to the attitude of the students when they were studying with female teachers. Keywords: Behavioral Aspect of Attitude, Cognitive Aspect of Attitude, Emotional Aspect of Attitude, Teacher gender.

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Gender differences in classroom interactions and preferences

Cited by 5 publications

References 17 publications

Gender and the Use of English Language Among Form 3 Secondary School Students in Malaysia

Gender and the Use of English Language Among Form 3 Secondary School Students in Malaysia

Pragmatic modifiers in teachers’ polite requests in EFL classroom interaction in Manggarai, Indonesia

EFL Students’ Attitude toward Learning the English language based on Teacher’s Gender: A Case study in Cambodia Context

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