Gender Differences in Using Language in the EFL Classes: From Teachers’ Views

Hawkar Omar Ali


The use of foreign language in the EFL classrooms can be shaped by many factors, among which gender has a leading role. Gender, which is a prominent element of language learning, has become a subject of research for years. Previous studies have shown that male and female students learn, study, and use language differently. The present study attempts to understand the role of gender in using language differently inside the classroom. Further, this research examines the factors that determine gender differences inside the EFL classrooms. Several hypotheses were predicted about gender differences in using language. Therefore, a questionnaire was designed to collect data. The data were collected from 14 teachers in English department at Koya University/Kurdistan Region-Iraq.

 The results of the study confirmed almost all the hypotheses. As it was hypothesized, there were gender differences in using language. The results indicated that there are some factors that cause gender differences.  The most significant factors related to the students' psychological conditions, the students' cultural and social backgrounds, the students' connection to the native speakers, the students' physical characteristics, and materials that are taught by the teachers. Besides, this paper recommends several pedagogical implications which are beneficial for the process of language teaching. This study affirms that the pedagogical implications deserve teachers' considerations. 


Gender, Gender Differences, Gender and Sex, Language Use, Language and Gender, Gender and Social Factors, Gender and Cultural Factors.

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