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.