Issues of language and gender in second and foreign language education

Sunderland, Jane

doi:10.1017/s0261444800015688

Cited by 119 publications

(76 citation statements)

References 140 publications

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“…However, the results appear to be in contrast to a view that has almost become general: the assumption that female students are in general more successful in language learning than their male counterparts (Sunderland, 2000).…”

Section: Discussion Theory and Practice In Language Studies 1873contrasting

confidence: 99%

The Impact of Teaching Critical Thinking Skills on Reading Comprehension of Iranian Intermediate EFL Learners

Karimi¹,

Veisi²

2016

TPLS

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Abstract-the purpose of the present study was to investigate the impact of teaching critical thinking skills on reading comprehension of Iranian intermediate EFL learners. A sample of 50 students from Arshia Language Institute in Ilam, Iran participated in this study. They were both male and female students who were selected among 80 students based on their performances on PET. The participants were randomly divided into experimental and control groups. First, the two groups were exposed to the pre-test of reading comprehension in order to evaluate their knowledge on reading before the treatment. Based on scores obtained from the Pretest, no significance differences were observed between two groups. After that the treatment was started and the experimental group was exposed to teaching critical thinking skills. Meanwhile, traditional methods of teaching reading comprehension were used for teaching reading comprehension to the control group. Finally, post-test of reading comprehension was delivered to both groups at the end of treatment to check possible differences. To analyze the collected data, ANCOVA was run using SPSS Software Version 16. The results showed that teaching critical thinking skills positively affect reading comprehension of intermediate EFL learners, but the interaction of gender and teaching critical thinking was not significant.

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Section: Discussion Theory and Practice In Language Studies 1873contrasting

confidence: 99%

The Impact of Teaching Critical Thinking Skills on Reading Comprehension of Iranian Intermediate EFL Learners

Karimi¹,

Veisi²

2016

TPLS

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“…In providing such support, however, the results appear to be in contrast to a view that has become almost commonsensical: the assumption that female students are in general more successful in language learning than their male counterparts (Sunderland, 2000). Based on the result of Progress International Reading Literacy Study (PIRLS, 2006) as reported by Arellano (2013), female students have a higher achievement in literal reading in all European countries.…”

Section: Part IImentioning

confidence: 59%

School Age Gender Gap in Reading Comprehension

Pagal¹,

Mirafuentes²,

Ypanto³

2017

JAD

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Students' reading comprehension was found to be one of the major concerns with all teachers worldwide. It is essential to optimize students' performance in all courses. Yet, we claimed that gender, and reading attitudes and practices could influence reading comprehensibility. We utilized descriptive-correlational design of quantitative research. Descriptive design was used to obtain the attributes of students' reading attitudes and practices. Moreover, we used a correlational design to determine the relationship or association between and among attributes and their level of reading comprehension skills. We found out that students have a positive attitude towards reading when reading materials are educational and entertainment. In terms of the significant relationship between reading attitudes and practices, results reveal that reading attitude does not always affect reading practices. In terms of the relationship between student's reading attitudes and practices and their levels of reading comprehension skills, student's reading attitudes and practices have no significant relationships to all levels except between their reading attitudes and their comprehension skills in the Inferential Level. Lastly, in terms of the significant difference between male and female students' reading comprehension skills, there is a statistical difference in the Literal and Evaluative Levels between the male and female. Thus, reading comprehension skills vary in these two levels. On the other hand, they showed no statistical difference in the Inferential and Critical Levels between the male and female. Therefore, the Literal and Evaluative Levels of male and female to reading comprehension skills are due to their reading attitudes and practices individually.

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“…Producing vocabulary is a more demanding task than receiving it and the former could be more closely connected to motivation as a desire of wanting to transmit a message is necessarily required in production but not in reception . Differences in the results are not only suggested for productive and receptive tasks, but also for different types of productive tasks and different types of receptive tasks (Jiménez Catalán and Ojeda Alba, 2009;Sunderland 2000). For instance, boys have been found to be superior in multiple-choice tasks and girls in extended writing tasks (Sunderland, 2000: 212-213) .…”

Section: Rq 2 Gender Variation In Types Of Motivation Towards the Fmentioning

confidence: 91%

Individual and contextual variables in EFL receptive vocabulary: analysis of gender effect and motivation of CLIL primary graders

Fontecha¹

2017

ODISEA

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This paper caters for some insights into the influence of 6th graders’ gender and motivation on their knowledge of receptive vocabulary in EFL in CLIL. This study delves into learners’ gender variation in EFL receptive vocabulary size and in motivation types towards EFL, and it explores the connection between learners’ motivation towards EFL and their receptive vocabulary size. No statistically significant results are found on gender differences in vocabulary size. Females are significantly more intrinsically motivated than males. No correlation is identified between receptive vocabulary size and intrinsic and extrinsic motivation. The effect of CLIL is discussed here, among others.Título en español: “Variables individuales y contextuales en el vocabulario receptivo de Inglés como lengua extranjera: análisis del efecto del género y la motivación en alumnos AICLE de primaria”.Resumen: Este estudio explora posibles diferencias según la variable género en el tamaño del vocabulario receptivo de alumnos de 6º de educación primaria y sus niveles de motivación hacia el inglés como lengua extranjera. Asimismo, explora la conexión entre dicha motivación y el número de palabras que se conocen receptivamente. No hay diferencias entre chicos y chicas en los resultados de vocabulario receptivo. Las chicas están intrínsicamente más motivadas que los chicos. No hay correlación entre el número de palabras que chicos y chicas conocen receptivamente y los tipos de motivación. El efecto de AICLE en los resultados, entre otros, es objeto de discusión.

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Issues of language and gender in second and foreign language education

Cited by 119 publications

References 140 publications

The Impact of Teaching Critical Thinking Skills on Reading Comprehension of Iranian Intermediate EFL Learners

The Impact of Teaching Critical Thinking Skills on Reading Comprehension of Iranian Intermediate EFL Learners

School Age Gender Gap in Reading Comprehension

Individual and contextual variables in EFL receptive vocabulary: analysis of gender effect and motivation of CLIL primary graders

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