Perspectives of EFL learners and teachers on self-efficacy and academic achievement: The role of gender, culture and learning environment

Abstract

The Omani socio-cultural context, the mono-gender educational system in schools, and the learning environment at the higher educational institutions significantly affect learners' self-efficacy and academic achievement in the mixed-gender EFL classroom. Different studies have revealed both positive and negative implications of mixed-gender classrooms, especially for those who came from a mono-gender learning environment. The adjustment phase for the tertiary learners from school to the university is not only crucial but also significant for the continuation of higher education. The effects of socio-cultural factors on self-efficacy and academic achievement have not been studied in depth, particularly in eastern countries. So, the current study aimed at investigating the role of gender, learning background, socio-cultural circumstances, and the effect of the learning environment on EFL learners' self-efficacy and their academic achievement within the scenario of the prevailing culture and traditions in the Dhofar Region. To conduct this study, mixed research methods (qualitative and quantitative) have been adopted to investigate the perceptions of both teachers and learners. The sample of the study consists of 117 EFL learners ranging between 18–22 years of age and 25 EFL teachers ranging between 35–60 years of age. We used separate surveys for students and the teachers and interviewed students and teachers on a random basis. The results demonstrate that both genders were comfortable in segregated classes. The results also reveal that female learners were active learners and better performers than male learners in the school learning environment. The students reported that social restrictions discouraged them from mixing with the opposite gender in classroom activities and oral discussions. Most teachers believe that, compared to male learners, female learners performed better and were more engaged and responsive to different learning situations. The study found that there were statistically significant differences between both genders in terms of the effects of socio-cultural environment, self-efficacy, and the learning environment. Female learners were better than male learners in mono-gender schools, and they have higher self-efficacy than male students at the university. In conclusion, EFL teachers should consider the socio-cultural context, learners' learning background, and other challenges of learners to bring out positive outcomes in a mixed-gender classroom.

Analyzing the efficacy of comprehensive testing: a comprehensive evaluation

“…The discrepancy observed between the findings of our study and those of previous research, such as the studies by Alnasser (2022) and Liu et al (2022), potentially arises from divergent educational, and methodological factors. The studies by Alnasser and Liu et al were conducted in Saudi Arabia, where gender norms and expectations in educational settings may influence student performance differently compared to the context of our study.…”

“…This observation notably diverges from other research, such as the study by Alnasser (2022) in Saudi Arabia, which saw female students excelling beyond male counterparts in areas like mathematics and science. Moreover, an analysis of combined national and international assessment data from the same region reinforced these findings, showing girls to surpass boys across similar academic disciplines and educational levels (Liu et al, 2022).…”

“…A sample study of 3,759 students in Saudi Arabia showed that female students outperformed male students in math, science, and their respective domains (Alnasser, 2022). Another study analyzed national and international assessment data from Saudi Arabia and found that boys consistently underperformed compared to girls in both mathematics and science at both grade levels (Liu et al, 2022). However, there is a lack of research specifically focusing on the comprehensive exams in the English department among male and female students.…”