Insight into Gender Effect on EFL Writing Strategies in the Narrative and Expository Genres: A Case Study of Multilingual College Students in Morocco

Abstract

Research on gender and writing strategies in English as a foreign language (EFL) is scarce. This study investigates whether Moroccan male and female undergraduates use similar or different writing strategies when composing essays in the narrative and expository genres. Using think-aloud as a main research tool, a questionnaire, and retrospective interviews, the researcher collected data pertaining to male and female students’ strategy use and cognitive processes while writing in EFL. The analysis of 64 think-aloud protocols revealed Moroccan undergraduates’ use of a variety of writing strategies in terms of type and frequency. Both main types and subtypes of writing strategies emerged. Two-way Analysis of Variance (ANOVA) revealed that each gender group used some writing strategies more frequently than the other group; however, this difference in frequency of use was not statistically significant. In addition, the interaction of gender, writing strategy use, and discourse type yielded a significant difference in the use of the strategy of codeswitching only (i.e., language switch). On the other hand, the qualitative analysis of the protocols and interviews revealed a large variation between males and females in the use of the twelve strategies under investigation, together with overall writing behaviors. These strategies shall be presented together with recommendations for teaching composition in the EFL classroom.

Analyzing the Paraphrasing Techniques in Academic Writing Skills and the Paraphrasing Challenges Across Gender

“…Lots of studies on writing acros genders and towards plagiarims (Alimorad, 2020;Jereb et al, 2018;Pagaddu, 2021). Genders effect on EFL writing strategies in text-genres (Mortaji, 2019). This research assured no study discussing about the use of paraphrasing strategies based on genders' preference and suggested the importance of present study providing a new perspective on ELT in writing proficiency, paraphrasing stretegies in EFL contexts, selecting appropriate paraphrase strategies in gender differences.…”

“…However, the research shows that male and female students have the same tendency to use paraphrasing techniques, so the data shows that the four paraphrasing techniques have a good impact on male and female students in rewriting. There are several studies on writing accros genders (El-Mortaji, 2019;Jereb et al, 2018) Furthermore, the paraphrase technique can also be carried out through three strategies, namely syntactic paraphrase, semantic paraphrase, and organization of idea. Paraphrasing techniques are often carried out by modifying sentences contained in reading sources by changing grammatical patterns and structures into patterns and grammar which can structurally and semantically be accepted.…”

Does revision process differ across language of writing (L1 vs. FL), FL language proficiency and gender?

“…Despite this fundamental shift in writing research from product oriented to process oriented approaches, most English as a foreign language (EFL) writing research in the Arab world still focuses on either the final written product or on evaluating the effectiveness of various teaching methods in improving the quality of the written text (El Mortaji, 2010). Abdel Latif (2009) stated, 'Research on Arab ESL/EFL students' writing processes is still in its infancy and there remains much to be explored about that process' (p. 2).…”

“…Abdel Latif (2009) stated, 'Research on Arab ESL/EFL students' writing processes is still in its infancy and there remains much to be explored about that process' (p. 2). Very few studies have compared L1 (Arabic) and FL (English) writing processes in general (e.g., Alhaisoni, 2012;El-Aswad, 2002;El Mortaji, 2010) and the revision process in particular. However, these studies are limited in a number of ways.…”