Gender Differences and Writing Performance: A Brief Review

Bijami, Maryam

doi:10.7575/aiac.ijels.v.1n.2p.8

Cited by 8 publications

(8 citation statements)

References 19 publications

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“…Providing the females with coded feedback in preliminary drafts and feeding them with explicit feedback in the subsequent drafts may contribute to their learning process. Policy makers and curriculum developers have to take gender differences in academic settings into account and make sure that both genders are provided with the equal learning environments and resources (Bijami et al, 2013). The findings of this study pose implications for further comprehensive research where the role of gender can be investigated with a larger sample of different age groups studying at both public and private institutions.…”

Section: Resultsmentioning

confidence: 89%

Yabancı dil olarak İngilizcenin öğretildiği bir ortamda çoklu taslak kompozisyonlara verilen yazılı düzeltici geribildirimine öğrenci tepki ve yeğleyişlerinin ne kadarını cinsiyet farklılıkları açıklayabilir?

Geçkin

2020

RumeliDE Dil Ve Edebiyat Araştırmaları Dergisi

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Section: Resultsmentioning

confidence: 89%

Yabancı dil olarak İngilizcenin öğretildiği bir ortamda çoklu taslak kompozisyonlara verilen yazılı düzeltici geribildirimine öğrenci tepki ve yeğleyişlerinin ne kadarını cinsiyet farklılıkları açıklayabilir?

Geçkin

2020

RumeliDE Dil Ve Edebiyat Araştırmaları Dergisi

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“…However, the analysis revealed that the female students had significantly more capitalization and comma splices errors than their male counterparts as the p-value in each of these error types was <.05. Previous studies show that gender has an impact and discrepancy between men and women in L2 learning, and mainly females commit fewer errors than their counterparts (Al-Saadi, 2020;Bijami et al, 2013;Kamari et al, 2012;Furtina et al, 2016;Ginting, 2018;Mutar & Nimehchisalem, 2017;Nair & Hui, 2018;Ng, 2010;Nosrati & Nafisi, 2015;Pratama et al, 2020;Saeed et al, 2011). In this study, no significant difference overall, and only found some differences both for males committing more errors and females committing more error in specific categories.…”

Section: Discussionmentioning

confidence: 98%

“…Larsen-Freeman and Long (1991) claimed that females tend to do better in the first and second language acquisition (SLA). The discrepancy between men and women in the second language (L2) learning is related to differences in L2 skills among male and female learners, which lead to variances in writing accuracy and quality (Al-Saadi, 2020;Bijami, Kashef, & Khaksari, 2013;Furtina, Fata, & Fitrisia, 2016;Ginting, 2018;Kamari, Gorjian, & Pazhakh, 2012;Mutar & Nimehchisalem, 2017;Nair & Hui, 2018;Ng, 2010;Nosrati & Nafisi, 2015;Pratama et al, 2020;Saeed, Ghani, & Ramzan, 2011). One of the gender distinctions is related to writing errors in language learning, which is evidence of incomplete learning, inaccurate grammatical structure, and unsuccessful meaning delivery (Richards & Schmidt, 2010).…”

Section: Impact Of Gender On Efl Writingmentioning

confidence: 99%

Gender‐Based EFL Writing Error Analysis Using Human and Computer‐Aided Approaches

Almusharraf

Alotaibi

2020

Educational Measurement

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Committing errors is expected in the development of language acquisition and learning; however, there is limited research that contributes to the literature on the effect of gender of English as a foreign language (EFL) writing. This study explored the gender differences in EFL students' writing using two approaches: human evaluation and computer-aided error analysis (CEA). A corpus of 90,753 words was compiled from written samples collected from 197 participants (98 males and 99 females [freshmen or sophomores]) who were studying on a full-time basis in a private institution in the Kingdom of Saudi Arabia (KSA). By utilizing descriptive analysis and factorial two-way ANOVA to detect counting errors, the findings reveal that the distinctions between male and female writings are nonsignificantly related to specific errors. Generally, the results exhibit noteworthy differences between the error types of the two male and female groups (more error frequency in the male-written productions). The findings support educators and decision-makers on implementing more learner-conscious teaching approaches, enhancing male and female students' EFL writing skills. This study further suggests diagnostic information about challenging EFL writing areas, which can benefit educators and course designers in establishing effective teaching strategies and feedback approaches that should be implemented to promote EFL writing skills.

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“…Many people use the term of gender similar to sex; in fact, these two terminologies are different. According to Pryzgoda and Chrisler (2000) in Bijami (2013), gender denotes men's and women's behavior, social, and mental characteristics. Similarly, Kamari et al (2012) point out gender as an acultural and community point of view about the social and circumstantial beliefs of men and women in a certain society.…”

Section: Gender Difference In Writingmentioning

confidence: 99%

Experiential meaning as meaning making choice in article writing: A case study of female and male writers

Anjarwati

Setiawan

Laksono

2021

Heliyon

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Meaning-making choice place a significant position in written communication, as indirect contact needs a particular strategy to achieve the objective. This case study explores how female and male writers utilized their meaning-making choice through experiential meaning in their introduction part of journal article writing published in JEELL. Research articles written by five female writers and five male writers with English teachers' professional backgrounds are involved in this study. The results indicate that both female and male writers tend to use a particular process, such as material processes, to represent their real-world experiences of doing and happening. However, it is also found that there is a difference in the technique used in expressing material processes by female and male writers. The study also implies that male writers apply more verbal processes than female writers in citing or synthesizing sources. Furthermore, the investigations reveal that male writers produced more various type of mental processes than female writers.

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Gender Differences and Writing Performance: A Brief Review

Cited by 8 publications

References 19 publications

Yabancı dil olarak İngilizcenin öğretildiği bir ortamda çoklu taslak kompozisyonlara verilen yazılı düzeltici geribildirimine öğrenci tepki ve yeğleyişlerinin ne kadarını cinsiyet farklılıkları açıklayabilir?

Yabancı dil olarak İngilizcenin öğretildiği bir ortamda çoklu taslak kompozisyonlara verilen yazılı düzeltici geribildirimine öğrenci tepki ve yeğleyişlerinin ne kadarını cinsiyet farklılıkları açıklayabilir?

Gender‐Based EFL Writing Error Analysis Using Human and Computer‐Aided Approaches

Experiential meaning as meaning making choice in article writing: A case study of female and male writers

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