The Role of Gender in Language Perception among Saudi ESL Learners
Keywords:
English as a Second Language (ESL), gender differences, perceptions, EFL
Abstract
In this systematic review, the role of gender in the perceptions of English as a Second Language (ESL) learners will be explored, specifically how these students perceive English language learning. There have been many studies that explore the perceptions of ESL learners regarding their motivation for learning English, while some research has concentrated on investigating these gender differences. However, much of this research has focused on quantitative data, with existing literature exploring the gender differences in ESL learners’ performances and academic achievement, such as scores on tests and grade point averages. Overall, there is considerable consensus that females are superior overall males in terms of their academic performances in English language learning. Nonetheless, this study instead aims to explore qualitative data primarily, examining the perceptions, experiences, perspectives, attitudes, and opinions of ESL learners in general – and the gender differences that exist specifically. There is a lack of consensus regarding gender differences among ESL learners and how they perceive English language learning. While some of the studies found that there were statistically significant differences between male and female students in their perceptions, other articles did not come to the same conclusions. Therefore, this systematic review highlights the need for additional research on this topic, with more studies help uncover unique insights.
References
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26. Mori, S., & Gobel, P. (2006). Motivation and gender in the Japanese EFL classroom. ELSEVIER, 34, 194−210. https://doi.org/10.1016/j.system.2005.11.002
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28. Qian, W. (2015). A study of the influence of gender differences on English learning of senior high school students. Higher Education of Social Science, 8(6), 66-69.
29. Redfield, M., Bundy, D., & Nuefer., R. (2001). Are there gender differences in English proficiency: Looking at non English majors. Osaka Keidai Ronshu, 52(2), 215–223.
30. Richter, N. E. (2022). An Investigation of Learning English as a Second Language in Korea. Problem Based Learning, 9(2), 77-86. https://doi.org/10.24313/jpbl.2022.00206
31. Saaty, A. A. (2022). The Role of Motivation and Gender in English Language Learning for Saudi Students. International Journal of English Linguistics, 12(3), 76-88. https://doi.org/10.5539/ijel.v12n3p76
32. Sabti, A. A., & Chaichan, R. S. (2014). Saudi high school students’ attitudes and barriers toward the use of computer technologies in learning English. Springer Plus, 3, 460. http://www.springerplus.com/content/3/1/460
33. Sakai, S., Takagi, A., & Chu, M-P. (2010). Promoting Learner Autonomy: Student Perceptions of Responsibilities in a Language Classroom in East Asia. Educational Perspectives, 43, 12-27.
34. Shaaban, K., & Ghaith, G. (2003). Effect of religion, first foreign language, and gender on the perception of the utility of language. Journal of Language, Identity, and Education, 2(1), 53–77. https://doi.org/10.1207/S15327701JLIE0201_3
35. Sunderland, J. (1994). Differential teacher treatment-by-gender in the EFL classroom: Using exparticipants’ perspectives. In J. Sunderland (Ed.), Exploring gender: Questions and implications for English language education (pp. 148-154). Prentice Hall.
36. Swiatek, M. A., & Lupkowski-Shoplik, A. E. (2000). Gender differences in academic attitudes among gifted elementary school students. Journal for the Education of the Gifted, 23(4), 360-77.
37. Tenny, S., Brannan, J. M., & Brannan, G. D. (2022). Qualitative Study. In StatPearls. StatPearls Publishing.
38. Voyer, D., & Voyer, S. D. (2014). Gender differences in scholastic achievement: A meta-analysis. Psychological Bulletin, 140(4), 1-31. https://doi.org/10.1037/a0036620
39. Xiao, Y., & Watson, M. (2017). Guidance on Conducting a Systematic Literature Review. Journal of Planning Education and Research, 39(1), 93-112. https://doi.org/10.1177/07 39456X17723971
40. Yoonjung, C., Young, N., Hea-Suk, K. (2022). Effects of EFL Learners’ Perspectives on Online English Classes: Gender, Major, and Proficiency. Journal of English Teaching through Movies and Media, 23(1), 42-57. https://doi.org/10.16875/stem.2022.23.1.42
41. Yoon, S. Y. (2020). Learning in emergent times: Learner experience and perspectives on ERT in university EFL Courses. Multimedia-Assisted Language Learning, 23(4), 109-131. https://doi.org/10.15702/mall2020.23.4.109
42. Zoghi, M., Kazemi, S. A., & Kalani, A. (2013). The effect of gender on language learning. Journal of Novel Applied Sciences, 2(49), 1124-1128
2. Aldosari, H. (2014). The Entwined Effects of Attitude, Motivation and Gender on EFL Learning: A Correlation Study. Studies in Literature and Language, 8(1), 1−5.
3. Al Harthy, S. R. (2017). English language motivation between gender and cultures. Journal of Educational and Social Research, 7(2), 123. https://doi.org/10.5901/jesr.2017.v7n2p123.
4. Al Shammari, M. H. (2007). Saudi English as a Foreign Language Learners' Attitudes toward Computer-Assisted Language Learning. Dissertation, West Virginia
University.
5. Austin, Z., & Sutton, J. (2014). Qualitative research: getting started. The Canadian journal of hospital pharmacy, 67(6), 436–440. https://doi.org/10.4212/cjhp.v67i6.1406.
6. Balta, N., & Tzafilkou, K. (2019). Using Socrative software for instant formative feedback in physics courses. Education and Information Technologies, 24(1), 307-323. https://doi.org/10.1007/s10639-018-9773-8
7. Boyle, J. P. (1987). Sex differences in listening vocabulary. Language Learning, 37(2), 273-284.
8. Burstall, C. (1975). Factors affecting foreign-language learning: A consideration of some relevant research findings. Language Teaching and Linguistic Abstract, 8, 5-125.
9. Cislaghi, B., & Heise, L. (2020). Gender norms and social norms: differences, similarities and why they matter in prevention science. Sociology of health & illness, 42(2), 407–422. https://doi.org/10.1111/1467-9566.13008.
10. Collin, C., Kenway, J. & McLeod, J. (2000). Factors influencing the Educational Performance of Males and Females in School and Their Initial Destinations after Leaving School. Canbberra: Commonwealth of Australia.
11. Dörnyei, Z., Csizér, K., & Németh, N. (2006). Motivation, language attitudes and globalisation. Multilingual Matters. https://doi.org/10.21832/9781853598876
12. Ehrlich, S. (2001). Representing Rape: Language and Sexual Consent. Routledge.
13. Ellili-Cherif, M. (2017). Female Arab Students' Perceptions of Social Networks as an English Language Learning Environment. Educational Research Quarterly, 40(4), 61.
14. Główka, D. (2014). The impact of gender on attainment in learning English as a foreign language. Studies in Second Language Learning and Teaching, 4(4), 617-635.
15. Gürleyik, S., & Akdemir, E. (2018). Guiding Curriculum Development: Student Perceptions For the Second Language Learning in Technology Enhanced Learning Environments. Journal of Education and Training Studies, 6(4), 131-138. https://doi.org /10.11114/v6i 42994
16. Halpern, J. Y. (1986). Reasoning about knowledge: An overview. In Halpern, J. Y., editor, Proceedings of the 1986 Conference on Theoretical Aspects of Reasoning About Knowledge, pages 1-18. Morgan Kaufmann Publishers: San Mateo, CA.
17. Jahan, N., Naveed, S., Zeshan, M., & Tahir, M. A. (2016). How to Conduct a Systematic Review: A Narrative Literature Review. Cureus, 8(11), e864. https://doi.org/10.7759/ cureus.864
18. Javid, C. Z., Al-Asmari, A. R., & Farooq, U. (2012). Saudi undergraduates’ motivational orientations towards English language learning along gender and university major lines: A comparative study. European Journal of Social Sciences, 27(2), 283−300.
19. Kastner, M., Tricco, A. C., Soobiah, C., Lillie, E., Perrier, L., Horsley, T., Welch, V., Cogo, E., Antony, J., Straus, S. E. 2012. What Is the Most Appropriate Knowledge Synthesis Method to Conduct a Review? Protocol for a Scoping Review. BMC Medical Research Methodology, 12, 114. https://doi.org/10.1186/1471-2288-12-114
20. Kaya, A., & Balta, N. (2015). Taking advantages of technologies: Using the Socrative in English language teaching classes. International Journal of Social Sciences and Educational Studies, 2(3), 4-12.
21. Kim, N. Y. (2019a). Effects of gender difference on English learning with technology. Journal of the Korea Academia-Industrial Cooperation Society, 20(8), 403-416. https://doi.org/10.5762/KAIS.2019.20.8.403
22. Kim, N. Y. (2019b). A study on gender differences in Korean students’ foreign language learning: Effects of gender on oral proficiency improvement across proficiency levels. Journal of Learner-Centered Curriculum and Instruction, 19(15), 233-261. https://doi.org/10.22251/jlcci.2019.19.15.233
23. Ko, Y. (2018). Practical implications for EFL students’ foreign language anxiety in relation with gender and teachers. The Journal of Humanities and Social Science, 9(6), 471-486. https://doi.org/10.22143/hss21.9.6.33
24. Liu, L. (2011). Factors influencing students’ preference to online learning: Development of an initial propensity model. International Journal of Technology in Teaching and Learning, 7(2), 93-108
25. McCaughan, P. M. (2009). An historical look at gender in the ESL classroom. In M. S. Plakhotnik, S. M. Nielsen, & D. M. Pane (Eds.), Proceedings of the Eighth Annual, College of Education & GSN Research Conference (pp. 80-84). Miami: Florida, International University. http://coeweb.fiu.edu/research_conference/
26. Mori, S., & Gobel, P. (2006). Motivation and gender in the Japanese EFL classroom. ELSEVIER, 34, 194−210. https://doi.org/10.1016/j.system.2005.11.002
27. Nagasundram, P., Swanto, S., Soekarno, M., Din, W. A. (2021). The Role of Gender on ESL Learners’ Perception in English Language Learning: A Systematic Review. International Journal of Education, Psychology and Counseling, 6 (43), 235-248. https://doi.org/10. 35631/IJEPC.643019
28. Qian, W. (2015). A study of the influence of gender differences on English learning of senior high school students. Higher Education of Social Science, 8(6), 66-69.
29. Redfield, M., Bundy, D., & Nuefer., R. (2001). Are there gender differences in English proficiency: Looking at non English majors. Osaka Keidai Ronshu, 52(2), 215–223.
30. Richter, N. E. (2022). An Investigation of Learning English as a Second Language in Korea. Problem Based Learning, 9(2), 77-86. https://doi.org/10.24313/jpbl.2022.00206
31. Saaty, A. A. (2022). The Role of Motivation and Gender in English Language Learning for Saudi Students. International Journal of English Linguistics, 12(3), 76-88. https://doi.org/10.5539/ijel.v12n3p76
32. Sabti, A. A., & Chaichan, R. S. (2014). Saudi high school students’ attitudes and barriers toward the use of computer technologies in learning English. Springer Plus, 3, 460. http://www.springerplus.com/content/3/1/460
33. Sakai, S., Takagi, A., & Chu, M-P. (2010). Promoting Learner Autonomy: Student Perceptions of Responsibilities in a Language Classroom in East Asia. Educational Perspectives, 43, 12-27.
34. Shaaban, K., & Ghaith, G. (2003). Effect of religion, first foreign language, and gender on the perception of the utility of language. Journal of Language, Identity, and Education, 2(1), 53–77. https://doi.org/10.1207/S15327701JLIE0201_3
35. Sunderland, J. (1994). Differential teacher treatment-by-gender in the EFL classroom: Using exparticipants’ perspectives. In J. Sunderland (Ed.), Exploring gender: Questions and implications for English language education (pp. 148-154). Prentice Hall.
36. Swiatek, M. A., & Lupkowski-Shoplik, A. E. (2000). Gender differences in academic attitudes among gifted elementary school students. Journal for the Education of the Gifted, 23(4), 360-77.
37. Tenny, S., Brannan, J. M., & Brannan, G. D. (2022). Qualitative Study. In StatPearls. StatPearls Publishing.
38. Voyer, D., & Voyer, S. D. (2014). Gender differences in scholastic achievement: A meta-analysis. Psychological Bulletin, 140(4), 1-31. https://doi.org/10.1037/a0036620
39. Xiao, Y., & Watson, M. (2017). Guidance on Conducting a Systematic Literature Review. Journal of Planning Education and Research, 39(1), 93-112. https://doi.org/10.1177/07 39456X17723971
40. Yoonjung, C., Young, N., Hea-Suk, K. (2022). Effects of EFL Learners’ Perspectives on Online English Classes: Gender, Major, and Proficiency. Journal of English Teaching through Movies and Media, 23(1), 42-57. https://doi.org/10.16875/stem.2022.23.1.42
41. Yoon, S. Y. (2020). Learning in emergent times: Learner experience and perspectives on ERT in university EFL Courses. Multimedia-Assisted Language Learning, 23(4), 109-131. https://doi.org/10.15702/mall2020.23.4.109
42. Zoghi, M., Kazemi, S. A., & Kalani, A. (2013). The effect of gender on language learning. Journal of Novel Applied Sciences, 2(49), 1124-1128
Published
2023-05-26
How to Cite
Eman AlJuhani. (2023). The Role of Gender in Language Perception among Saudi ESL Learners. Journal of Arts, Literature, Humanities and Social Sciences, (91), 248-269. https://doi.org/10.33193/JALHSS.91.2023.831
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Section
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