The Effect of Gender Differences on the EFL Learners’ Frequency and Quality of Group Work Contributions in Speaking Sessions: Case of Bejaia, Khenchela and Oued Souf Universities
| المصدر: | مجلة آفاق للعلوم |
|---|---|
| الناشر: | جامعة زيان عاشور الجلفة |
| المؤلف الرئيسي: | Kacha, Asma (Author) |
| مؤلفين آخرين: | Maouche, Salima (Co-Author) |
| المجلد/العدد: | مج9, ع1 |
| محكمة: | نعم |
| الدولة: |
الجزائر |
| التاريخ الميلادي: |
2024
|
| الصفحات: | 89 - 109 |
| DOI: |
10.37167/1677-009-001-007 |
| ISSN: |
2507-7228 |
| رقم MD: | 1445973 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | الإنجليزية |
| قواعد المعلومات: | EduSearch, EcoLink, HumanIndex |
| مواضيع: | |
| كلمات المؤلف المفتاحية: |
Gender Differences | Group Work Tasks | Social and Cultural Patterns | EFL Students
|
| رابط المحتوى: |
عدد مرات التحميل
2
| المستخلص: |
The present research attempts to investigate the effect of gender disparities on learning in three different University contexts at three different regions in terms of social and cultural patterns: northeast (University of Bejaia), internal eastern region (University of Khenchela) and southeast (University of Oued Souf). To do so, we have focused on a mixed research methodology laying importance on questionnaires, preobservation and observation variations to collect our preliminary data. The results show that students (Bejaia and Khenchela) are better achievers, and the frequency of contributions within groups is relatively acceptable when teachers group them with mixed-gender mates. As opposed to learners at the University of Oued Souf, they exhibit an evident reluctance and apprehension to work in mixed groups; they achieve higher speaking potentials with more frequent contributions when they work with matched-gender mates. |
|---|---|
| ISSN: |
2507-7228 |
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