English as a Foreign Language (EFL) learning assessment in single-sex and co-educational classrooms

Farisiyah, Umi; Kartowagiran, Badrun; Hassan, Aminuddin

doi:10.21831/reid.v7i1.41644

Cited by 2 publications

(1 citation statement)

References 7 publications

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“…Some studies demonstrated positive effect of single-sex schooling on academic performance, including reading and writing (Dwarte, 2014;Farisiyah et al, 2021;Riordan, 2015;Rugutt & Chemosit, 2020;Sheymardanov, 2019)career, and life opportunities. Consequently, many urban school districts have implemented single-sex instructional programs in an effort to better address the schooling needs of African Americans.…”

Section: The Impact Of Gender Differences and Schooling On Writing At...mentioning

confidence: 99%

Writing High-Frequency Words at Early Stages of L2 Acquisition: Gender and School Differences

2023

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Within the field of education, there is controversy as to whether the gender of students and the type of school they attend have an impact on the processes of teaching and learning a second language. The aim of this study is to determine whether these elements might be related to the writing of certain high-frequency words in English, which appear in both the Dolch and Fry lists, in 623 Spanish students aged 8 and 9 years. Based on the SPSS analysis of the errors made by these students, a subsequent and more in-depth study was carried out. For this purpose, the following instruments were used: the Kolmogorov-Smirnov test to identify the significant differences; the Kruskal-Wallis test to compare errors according to schooling (single-sex and co-ed schools); and the Mann-Whitney U-test to compare the errors according to students' gender. The results show that the type of school that students attended influenced the spelling of certain high-frequency words more than their gender. To have a stronger basis for conclusions, further collaboration among EFL teachers in all types of school and a systematic follow-up on the writing of high-frequency words over the course of the following school years would be necessary. Dentro del ámbito de educativo, hay dos aspectos que generan importante controversia con respecto a su influencia o no en los procesos de enseñanza-aprendizaje de segundas lenguas: género del alumnado y tipo de colegio. El objetivo de este estudio consiste en ver si dichos elementos pueden estar relacionados con la escritura de determinadas palabras de alta frecuencia en inglés, las cuales aparecen en las listas Dolch y Fry, respectivamente, en un total de 623 estudiantes españoles con edades comprendidas entre los 8-9 años. Partiendo del análisis con SPSS de los errores cometidos por dichos estudiantes, se llevó a cabo un posterior estudio más en profundidad en el que se hizo uso de los siguientes instrumentos: la prueba de Kolmogorov-Smirnov para identifican las diferencias significativas existentes; la prueba de Kruskal-Wallis para comparar los errores encontrados atendiendo al tipo de colegio (mixto o segregado); y la prueba U de Mann-Whitney para comparar los errores cometidos atendiendo al género de los estudiantes. Los resultados evidencian que lo que más influyó en la escritura de determinadas palabras de alta frecuencia no era el género de los alumnos sino el tipo de colegio donde recibían formación. A fin de tener una base más sólida en lo que respecta a las conclusiones, sería necesaria una mayor colaboración entre los profesores EFL de los tipos de colegios y un seguimiento sistemático de la escritura de palabras de alta frecuencia a largo de cursos posteriores.

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Section: The Impact Of Gender Differences and Schooling On Writing At...mentioning

confidence: 99%

Writing High-Frequency Words at Early Stages of L2 Acquisition: Gender and School Differences

2023

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English Teachers' Perceptions of Teaching English in Single-Sex Classrooms

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2023

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

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This study examines English language teachers' perceptions regarding teaching English in single-sex classrooms prevalent in religious vocational secondary schools, high schools, and other vocational and technical high schools in Türkiye. The study employs a qualitative methodology, utilizing semi-structured interviews with eight English teachers from three different religious vocational high schools. These teachers instruct classes in female-only, male-only, and both male and female classrooms separately. The data collected from the participant teachers was analyzed in regard to the advantages and disadvantages of single-sex classrooms in language teaching. The findings of this study may provide insights into pedagogical implications for policy-makers, curriculum developers, material designers, and language teachers.

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English as a Foreign Language (EFL) learning assessment in single-sex and co-educational classrooms

Cited by 2 publications

References 7 publications

Writing High-Frequency Words at Early Stages of L2 Acquisition: Gender and School Differences

Writing High-Frequency Words at Early Stages of L2 Acquisition: Gender and School Differences

English Teachers' Perceptions of Teaching English in Single-Sex Classrooms

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