The Influence of Gender on Omani College Students’ English Language Learning Strategies, Comprehension and Motivation

Abstract

Gender's influence on education, especially on foreign language learning, cannot be denied. The current study investigates the effect of gender on English language learning among Omani higher education students. The results indicate that there are differences between males and females with regard to language learning strategies, language comprehension and language learning motivation. Additionally, a relatively large group of participants indicated that gender differences in English language learning cannot be attributed to social and cultural reasons as Omani society provides equal opportunities for both genders to learn English. Most of the study's findings are consistent with previous findings, lending further support to the idea that there are differences between males and females in language learning.

The Relationship between Gender, Motivation and Achievement in Learning English as a Foreign Language

“…Language learning motivation is also affected by students' attitudes. According to the results of Saidi & Al-Mahrooqi, (2012), males and females do not have the same enthusiasm in learning English. Females are more enthusiastic than males.…”

“…The levels of fear and apprehension vary among males and females, however females tend to experience more emotions than males. As a result, females work as hard as possible to overcome such fears and nervousness (Saidi & Al-Mahrooqi, 2012).…”

“…Emotional conditions play an important role in English language learning and they influence comprehension (Saidi & Al-Mahrooqi, 2012). Females are more sensitive and more capable to comprehend a text or speech full of various emotions such as happiness or melancholy than males.…”

Sources of self-efficacy of English language learners with individual differences

“…Regarding individual differences in second/foreign language acquisition, gender is one of the most influential factor on language learners (Ahat, 2013, Andreou, Andreou and Vlachos, 2005, Saidi, 2012. Although there are many studies on gender, it is rarely to find a study focusing on sources of self-efficacy between different genders (Mesri, 2012).…”

“…In addition to gender, the learners with different personal values adhering to different cultures may report different sources of self-efficacy (Dinthera, Dochyb, and Segersc, 2011). Nationality, race, or ethnicity has effects on students as they formulate students' characteristics with social norms, beliefs, values, and cultural practices (Lau, Liem, and Nie, 2008;Saidi, 2012), yet, the sources of self-efficacy for different nationalities have been infrequently mentioned (Pajares and Usher, 2006). However, gender and nationality are not the only differences found in learning.…”