The Effect of Gender Differences on Foreign Language Learning

Abstract

Purpose: The purpose of this study is to investigate
the effect of gender differences on foreign language
learning.
Methodology: The study adopted a desktop
methodology. Desk research refers to secondary data
or that which can be collected without fieldwork.
Desk research is basically involved in collecting data
from existing resources hence it is often considered a
low cost technique as compared to field research, as
the main cost is involved in executive’s time,
telephone charges and directories. Thus, the study
relied on already published studies, reports and
statistics. This secondary data was easily accessed
through the online journals and library.
Findings: The findings revealed that there exists a
contextual and methodological gap relating to the
effect of gender differences on foreign language
learning. Preliminary empirical review revealed that
motivation is the overriding factor to consider while
interpreting study results. The differences in
motivation among males and females of various
ability levels and the differential effect of the
motivation on individuals belonging to these
gender groups are important to decide the kinds
of activities that would most benefit all learners.
Ability and gender are students ‘variables that have
not been widely investigated in foreign language
studying and less taken together
Unique Contribution to Theory, Practice and
Policy: The Social Constructivist theory,
Socialization theory and the Interactionist theory may
be used to anchor future studies relating to the effect
of gender differences on foreign language learning.
There is need to investigate variables such as ability
and gender into the establishment of policy
frameworks that enable both genders in the foreign
language learning process.