The Role of Gender in Language Perception among Saudi ESL Learners
| المصدر: | مجلة الفنون والأدب وعلوم الإنسانيات والاجتماع |
|---|---|
| الناشر: | كلية الإمارات للعلوم التربوية |
| المؤلف الرئيسي: | Al-Juhani, Eman (Author) |
| المجلد/العدد: | ع91 |
| محكمة: | نعم |
| الدولة: |
الإمارات |
| التاريخ الميلادي: |
2023
|
| الشهر: | مايو |
| الصفحات: | 248 - 269 |
| ISSN: |
2616-3810 |
| رقم MD: | 1383301 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | الإنجليزية |
| قواعد المعلومات: | HumanIndex |
| مواضيع: | |
| كلمات المؤلف المفتاحية: |
English as a Second Language (ESL) | Gender Differences | Perceptions | EFL
|
| رابط المحتوى: |
| المستخلص: |
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. |
|---|---|
| ISSN: |
2616-3810 |
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