Similarities and differences between female and male learners: Inside and outside class autonomous language learning activities

Varol, Burcu; Yilmaz, Sinem

doi:10.1016/j.sbspro.2010.07.038

Cited by 24 publications

(29 citation statements)

References 5 publications

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“…Moreover, household/ community involvement through SMC activities likewise possibly explain the similarity. These results are consistent with Varol and Yilmaz (2010) who likewise noted similarities between female and male learners' autonomous behaviors in relation to reading flashcards and making suggestions to the teacher about in-class language learning tasks.…”

Section: Effect On Male and Female Learning Achievements At P3 And P6supporting

confidence: 89%

Examining the Effect of Automatic Promotion on Students’ Learning Achievements in Uganda’s Primary Education

Okurut¹

2015

WJE

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This study employed a difference-in-differences analysis technique to estimate the average treatment effect of automatic promotion on students' cognitive learning outcomes in Uganda's primary education. Regression results indicate a positive policy effect on learning achievements in literacy and numeracy at primary three (P3) and primary six (P6). Specifically, the implementation of automatic promotion policy has translated in to an increase in learning outcomes in reading and mathematics at P3 and P6, all statistically significant at conventional levels. Decomposing the effect along gender and school location (rural or urban) dimensions reveals positive and statistically significant effect on literacy and numeracy in both grades. The effect on students' scores in rural areas is higher than that on students' in urban schools. In terms of gender, the effect is relatively similar for female students and their male counterparts. These results are contrary to the popular belief among many Ugandans, but consistent with earlier scholarly works that have attributed automatic promotion with positive impact on learning outcomes.

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Section: Effect On Male and Female Learning Achievements At P3 And P6supporting

confidence: 89%

Examining the Effect of Automatic Promotion on Students’ Learning Achievements in Uganda’s Primary Education

Okurut¹

2015

WJE

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“…In other words, it might be that, although the final results for both genders were almost the same, they could have used different strategies. Finally, the findings of the present study support the postulation of Varol and Yilmaz (2010) in that the recent researchers have the tendency to consider equal abilities between males and females with respect to language learning.…”

Section: Gender Differences and Applying Plssupporting

confidence: 87%

“…The research, however, revealed significantly higher use of metacognitive strategies for males. Varol and Yilmaz (2010) postulated that the recent researchers have the tendency to consider equal abilities between males and females with respect to language, language learning, and various analytical and mathematical skills. However, their own study showed that regarding preferences for autonomous activities, female students apparently took more opportunities.…”

Section: Gender Differences In Language Learningmentioning

confidence: 99%

Pictologics and its Effects on English Vocabulary Learning of Malaysian Students with Reference to Schema Theory

Sasi¹

2018

ALR Journal

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This study investigated the effects of Pictologics (PLS) method developed by Author (2004) on English vocabulary learning by Malaysian year six primary school students (N=118). It also examined the probable gender differences (N=54, p≤.01). In a pretest-posttest control-group design, students in two public schools in Penang, Malaysia, participated in this experiment. They were almost equally divided into the treatment group which received their training with PLS, and the control group that received their training via a conventional method. A 50-item TOEFL vocabulary test was the instrument. The data revealed that students under PLS obtained a significantly higher gain score in the vocabulary test. However, the difference between the vocabulary gain score between the male and female students in the treatment group was not significant. Briefly introducing PLS in light of the schema theory, this paper encourages teachers to be trained and students be taught to sufficiently use the PLS techniques to enhance teaching and learning English vocabulary.

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“…However, this finding cannot be generalized as some researchers have found that there are no significant differences between males and females in term of self-efficacy (Meece, Glienke, & Burg, 2007). And Varol and Yilmaz (2010) have found no noticeable differences in terms of autonomous language learning between males and females.…”

Section: Gender Differences In Language Learning Motivationmentioning

confidence: 86%

The Influence of Gender on Omani College Students’ English Language Learning Strategies, Comprehension and Motivation

Saidi

Al-Mahrooqi

2012

IJALEL

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Gender's influence on education, especially on foreign language learning, cannot be denied. The current study investigates the effect of gender on English language learning among Omani higher education students. The results indicate that there are differences between males and females with regard to language learning strategies, language comprehension and language learning motivation. Additionally, a relatively large group of participants indicated that gender differences in English language learning cannot be attributed to social and cultural reasons as Omani society provides equal opportunities for both genders to learn English. Most of the study's findings are consistent with previous findings, lending further support to the idea that there are differences between males and females in language learning.

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Similarities and differences between female and male learners: Inside and outside class autonomous language learning activities

Cited by 24 publications

References 5 publications

Examining the Effect of Automatic Promotion on Students’ Learning Achievements in Uganda’s Primary Education

Examining the Effect of Automatic Promotion on Students’ Learning Achievements in Uganda’s Primary Education

Pictologics and its Effects on English Vocabulary Learning of Malaysian Students with Reference to Schema Theory

The Influence of Gender on Omani College Students’ English Language Learning Strategies, Comprehension and Motivation

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