English Assignment help on : Comparative study of English learning between both genders

Introduction

            One of the main objectives of students wishing to study abroad is being able to have an international experience. This also helps in acquiring cross cultural understanding and proficiency in languages, or simply to fulfil more mundane desires such as traveling (Carlson et al., 1990). There is a different cultural background to just about every nation on earth (Tercanlioglu, 2004). This research focuses on the differences between Saudi men and women who are learning English in Sydney. The differences in learning between these men and women are also influenced by the cultural changes that students face while spending their time in other countries. This concerns the level of motivation they have in studying and adjusting to other countries.

This research will cover most of the aspects that influence the learning of English as a foreign language among students from Saudi Arabia who move overseas to study and acquire a higher education. Among Turkish students, a group that is similar in nature to Saudi students, it has been observed that women are more interested in learning new things while men are more interested in being involved in their social groups (Öz, 2007). The purpose of the thesis is not only directed to bring that Saudi students have a problem with learning but it marks out that how these students have a problem and why, how it is not the present that shapes their learning but also the past that reflects upon the prospects of such males and the females in the contemporary times and the nationality. The ideology of the two genders has already been set and that is something which guides the thought process of the individuals also and therefore before learning a language an individual is first attacked by the ethos and the usage of that language. Thus the following sections would somehow crack the myth also that L1 and L2 are only based upon learning the lexical system, the syntax and the semantics but it’s the complete social, cultural and the religious role which the language plays in its learning acquisition by the non native speaker in a non-native atmosphere.

The research will also try to determine if there is any difference in English language learning between the two genders, and what measures should be taken to ensure that both genders get the maximum benefit from learning the English language.

Background of the research study

            The focus of this research is to make a comparative study of English learning between both genders and the reasons for differences, if at all. Both qualitative as well as quantitative research methods will be discussed. The data for the research has been gathered after conducting an online survey through questionnaire and with the help of review of the literature especially scholars who have conducted research previously on the same issue or similar topics.

 For example, a research was conducted by Al-Tamimi & Shuib (2008), who interviewed some teachers of English language at Hadhramout University for Science and Technology located at Hadramount, Yemen. There were some students whose performances in English were poor, due to which they also faced some problems in getting jobs they wished to get. The students were told to focus more on their English. Learning and speaking a second language have many factors associated with it, which may be external as well as internal. These factors also include student’s first language, the differences in age, the motivational factors, the basic nature of males and females, the primary cultural and the ideological effects and the thinking capacity of the individual. One language is always better than the other because one actually lives with a language and acquires it after the years of practice a language only becomes a complete entity when it is learnt with proper vocabulary it remains controlled within a   system and has an overarching meaning stored within it.(Kaylani, 1996).

As mentioned by Martino and Hoffman, (2002), there is a significant difference in the education of boys and girls in Saudi Arabia. They have different subjects as well as different curricula at schools. Although the government has started to reform the education system from the lower level classes, though not yet at the college level, the male and female students have separate places for study. At college level, they have to study as per the same syllabus and same curriculum in their departments. Saudi Arabia is a male-dominated society. According to Saudi culture, males have more power in society and more freedom to have interactions with the outside people. On the other hand, women do not have that freedom to form large social groups and they tend to stay more at home. This gives rise to an unequal match in their language practices and potentially their ability. The instructions that both males and females get are almost the same, but the major difference is the degree of freedom that males enjoy in comparison to women (Jessup-Anger, 2008). Thus the existing system shall be criticized which initiates the concept of the separate scenario of education for the males and females to study. It is irrelevant to relate to the separatist idea of study that requires separate classes and the courses for males and females because it doesn’t feed to the betterment of the existing system but it only adds to the gap between the two genders. The same is though set with the motive that the two genders especially the females would feel confident and secure but in fact it is highly restricting and limiting in its own way. The present trend only discourages the two genders to interact with each other and thus only enhances the comfort zone intra-gender but not inter-gender.

Bacon & Finnemann (1992) have conducted a comparative study of male and female learners in Spain and found that female learners were more motivated to learn foreign languages in comparison to males. Female learners also used more strategies to learn the language compared to their male counterparts. But this trend somewhere lacks in the patterns of the relationships in the Saudi males and the females as there is no motivation that is provided to the genders especially the females in that male dominated society. The identity of the females is almost lost so there occurs no point of treating them especially by the fellow citizens. So it can be seen that if such Saudi students males/female are sent out to study then they would at least for sometime be isolated in their own domain and would take time to go free according to the other students there.

 Research Problem

Defining a Research Problem is a cyclical process that first raises a question or a topic that is worth researching and which could add further knowledge to the present stock of knowledge that one already has about the same. The research problem occurs only out of the urge for creating the bridge between the prior knowledge and the facts that are to be formed in the future. A research problem is actually a whole platform that has many angles to it, some remain solved and some remain the tangled ideas. The formulated problem leads one to pose and find out ‘Who’ , ‘What’, ‘Where’, ‘When’ and ‘Why’ of the problem situation, when the researcher sets the problem it aims to cover all the aspects of it and aims to deeply analyze all possible areas that are related to the topic.

The topic is therefore open to multiple edges that can be explored further. Thus the research topic has to be dealt right from its origins, i.e. focusing upon the issue of gender, its role in validating cross-gender relations, what is its significance, and how it has been accepted in the society through time, how it has been occurring in the western societies which are more advanced and open with respect to the language and the learning processes. It is important to reflect upon the sources by which one can largely get help when it comes to identify the problem efficiently.

The research questions will help focus this research on the key questions and nothing else. These research questions may be outlined as follows:

• Are the male students of Saudi Arabian background better than the female students in terms of social skills and speaking skills? And if so, why?
• Are female students of Saudi Arabian background better than Saudi male students in reading, writing and listening skills? And if so, why?

• Are there any differences in the English learning skills between the genders? And how can these skills be used to enhance the language performance of both genders?
• What are the most important skills which make the language learning complete in itself?
• What are the views of the Saudi students about learning English language?
• What are the barriers which promote the fact that Saudi females lack the initiative taking capacity to interact publically?
• Are there any other social problems, other than just the background and the lifestyle of the middle-eastern people?
• Do the Saudi females face any difficulty in conversing with the opposite gender of their own nationality but at a new place like Australia?
• How do the Saudi students find the culture of Australia? If it is widely different and what could be the possible changes they would like to initiate in the existing scenario so that it may enhance the reading of the individuals?

Aims of the Research

 

The overall aim of this research is to identify gender differences in English language learning among Saudi Arabian students who are studying at English Learning Centres in Sydney. It will inform current research about the factors that lead to such gender-based differences in learning English as a foreign language for scholarship programs. The study also aims to conduct a detailed analysis of the gender-based learning characteristics among Saudi Arabian students in learning centres in Sydney. Policy makers and educators should give due consideration to differences in language learning among Saudi Arabian students so that they can avoid the possible creation of a gender gap in education outcomes in terms of single-sex education. This research will inform such policy-related and language planning decisions.

The main objective of this language learning program and this study is to make the students of the native country and the Australian population aware of the intricacies that follow the prevalent system of education. The research would also throw light upon the complexities that one has to suffer while learning open language or the other as the second language. Other than just the technical problematic of linguistics i.e. not only the grammar rules, semantics and the syntax system of language the other factors are also always under play. There are important cultural, religious and social factors which determine the level and the capacity to learn a new language.

The main factor is that of the gender and the implications of this matter become more strong even than the ethnicity issues. The gender therefore in this context is playing a big role in defining the degree of learning of a language in terms of its effectiveness. The whole system is working with respect to the gender issues, as in Saudi Arabia it is well known that this country is a male dominated society, where women only have a meager amount of space and interaction with the male members of the society. Thus, the aim of the research becomes very clear here which consider the Saudi Arabic students from that vantage point from where the conditioning of those individuals is also an influencing factor in their language development.

Objectives of the research

            In order to achieve the aims of this research, it is necessary on the part of the researcher to frame sound objectives, so that they can act as a guide for setting a proper direction towards accomplishing those aims. The following objectives serve as guidelines to this research study:

1. To identify gender differences in English language learning among Saudi Arabian students studying in Sydney.
2. To analyze whether female Saudi students are better than male Saudi students in terms of reading, writing and listening skills, and the reasons behind it.
3. To analyze whether males are better in speaking skills and social skills than female Saudi students and if so why.
4. To explore the differences in gender regarding English language learning skills and how learning centres can thus provide the best practice to support Saudi language learners of both genders and thereby maximize their learning experience and achievement.

 

Research hypotheses

Hypothesis is referred as a prime instrument in research it is an entity that tells one about the scope of the new experiments and the observations.  The researchers who are the decision takers also, they decide that how the experiments can be carried out and how the available information is tested. The researcher usually has to know that the hypothesis would not render the absolute results and thus it only provides one with the probable statements about the research problem (Woods, et. al 2004).  The prime impression that one can make out of this term is a superficial one that means an assumption or a supposition. This supposition or the assumption might be correct or wrong might seek approval or not, but for the researcher this hypothesis becomes that one important formal question which he wants to resolve. The hypothesis or the general assumption that has been set in this case is that “Saudi men have better English skills than the Saudi women”.The aim of this research study is to analyze the differences between Saudi male and females students studying English in Sydney. Accordingly, this study is based on the following hypotheses:

Hypothesis 1

It is a general assumption that the male students of Saudi background perform better than female ones in English communication skills which require high levels of social engagement (e.g. speaking skills)

Hypothesis 2

• Another assumption is that the Female students of Saudi background perform better than male ones in English communication skills which do not require high levels of social engagement (e.g. listening, reading and writing)

 

Rationale of the Research

 

The research is based on an examination of gender differences among Saudi Arabian students who are learning English at learning centres in Sydney. The research is significant in that it examines the gender differences in the context of learning skills among both males and females. The research will identify gender differences in foreign language reading comprehension of learners from Saudi Arabia. The research is also significant in terms of providing direction to policy makers and educators so that they can avoid possible creation of gender gap and differences in educational outcomes relating to single-sex education (Ministry of Education – Kingdom of Saudi Arabia, 2011).

            This research will evaluate differences in language comprehension among males and females in Saudi Arabia and what role these differences play in shaping the learning comprehension of Saudi Arabian students. This study can provide valuable information to curriculum designers in departments of language learning especially in terms of avoiding the creation of a gender gap in English language learning (Teh, Embi, & Yusoff, 2009). This study is also aimed at enhancing the learning outcomes of both males and females among Saudi Arabian learners of the English language.

            The research is also important in terms of providing assistance to the teaching staff by setting guidelines on how to reduce gender–related disadvantages in a more effective manner. It will help in the facilitation of more appropriate English teaching methods and materials to facilitate an easier and more proper understanding of the English language.

            For other researchers, this research study holds significance. The identification of gender differences in English language learning among Saudi Arabian students learning English at learning centres in Sydney can help researchers understand differences in language learning skills among students and carry on further research regarding this issue. In the context of language learning strategies adopted by language learners, the research holds importance in terms of identifying whether there are significant differences that exist across genders in terms of the use of language learning strategies as a whole.

In summary, the aims and objectives of this research are focused on determining gender differences among a cohort of Saudi students studying in Australia. The research is significant in terms of shedding light on gender differences in learning English as a foreign language. Not much research has been done in such unique learning contexts that are characterized by a sharp contrast between the learners’ home culture and first language and the culture and language surrounding them in their study context abroad. The research is also significant in providing direction to policy makers and curriculum designers towards facilitating equal opportunities for both males and females. In conclusion, this introductory part throws light on the background to this research study, research question, aims and objectives, and rationale of this study. Of course, what other researchers have discovered on this issue will be of great importance to this study. This will be our next concern.

Conceptual Framework

The framework of the research follows the concept from typical methods in concluding the research successfully. In any type of research, there are particular ways of data collection. The ways of collecting data thus determines the whole framework of the research, on the basis of two types of data, Primary data and the Secondary data. So, in the present context of spa related to stress the research method has also been focusing upon the collection of both primary data and the secondary data.

1. Primary Data:

These are such datas that have been collected afresh and also for the first time. Such data happen to be original in character too. The research that has been done her in the context of the topic that is given, is descriptive type and also focus on performing surveys, sample surveys, take help of the case studies, thus the primary sources are based on observation methods and the direct communication. This paper focused on primary research with the help of given respondents, according to their convenience and suitability, thus the paper followed the primary research method extensively. The respondents have provided their valuable feedback to the researcher so, the researcher also focused on face to face interactions, surveys & questionnaires, direct conversation, experts opinion, observations, focus group interviews and other important techniques has been used by the researcher in case of primary research. Thus there was direct communication in this research between the respondent and the researcher.

1. Secondary Data

The method of data collection that is secondarily used in employing a research means the research has to be carried out with reference to the sources that are already available. In a way it is a reading and an analysis of the sources that have already been collected or framed earlier by someone else. Whenever one is searching out for the secondary data, definitely there is a need to shortlist the necessary sources and ethically acknowledge them while reproducing the same. Though this case is somewhere more appealing to the researcher because there is no such difficulty so as to create something original and even much expertise is also not required related to the subject. Usually while adhering to the secondary resources there is only a need to have a good eye for checking the quality of the available data, a capacity to read between the lines and a capability to evaluate the material related to the research.

The secondary data might be a published data or an unpublished data. In the present context of spa and related concept of reducing stress actually demanded to refer to the secondary data, primarily that were published, i.e. information through journal articles, articles, books, ebooks, Library Resources, magazines etc. The articles were produced by some other writers but they were equally helpful in creating the discourse for the research. So they all were published data because the resources are the various publications of the central, local and the state governments, from foreign and other international bodies, and the reports and the publications of various associations that were connected to business domain and such industries (Malhotra, 2007)). The one of the major secondary source is internet and the researcher focuses upon the secondary sources for successfully completing the research such as:

• Books
• Ebooks
• Websites
• Journals
• Library
• Articles
• Newspapers
• Periodicals and websites
• Internet
• Databases

 

Literature Review

Introduction 

            This literature review provides a critical analysis and evaluation of the pertinent literature on gender differences in English language learning among Saudi Arabian students. In this, different journal articles, books, and other relevant sources from the Internet such as authentic on-line references are taken into account. The literature review section goes from the general to the specific, looking into topics of relationship between gender and English language learning, the current status of English language education in Saudi Arabia, understanding of gender differences in English language learning among Saudi Arabian students, factors leading to these differences and at last suggesting how the gender gap can be avoided and English learning maximized. This literature review will help provide a strong theoretical basis for the topic at hand.

 

Relationship between gender and English language learning

            Various studies have been conducted that try to explain the relationship between learning English and gender differences. This more or less explains the differences in the attitude towards learning English and different approaches among males and females on learning English as a second language (Carrell, 1991). English is the most popular language today. The main reason behind this is that countries where English is the native language are generally the most developed countries. Students from other nations who want to do various courses will have to learn English as a basic requirement for taking up any type of courses in foreign universities (Brantmeier, 2003).

            Several studies have evaluated the differences in learning English as a second language due to gender. A study conducted by Bacon & Finnemann (1992) explains that it is in the nature of women that they are more motivated than men when it comes to learning a foreign language. They tell of various strategies that men and women use to learn new things. These strategies show that males and females have different approaches towards learning, whether it is language or anything else. These gender differences can be seen with the strategies used by males and females in any situation (Green & Oxford, 1995). As per the study conducted by Ehrman & Oxford (1989), it is evident that females have that quality, and that they use more strategies related to social learning than males. Females also use more conversational strategies (Radwan, 2011).

Many researches so far have shown that sex differences do create the materialistic changes in the lives of the students who wish to learn a new language in a new country, and that is what the present context is about. The intricacies in the lives of the studentsis because of the different social behaviour in the two countries (the native and the new), the use of the language and also the strategies which are employed are different from the other.  The work of the pioneers Maccoby an Kacklin on the gender differences brings out that females are seen to be superior than the men in the acquisition of the language skills as the females according to them. On the other hand, Gilligan is of the view that the primary image of the woman that has been set for the males is that of the ‘web’ and the males’ image is that of the ‘hierarchy’, the mages which have been assigned to the two genders are itself evident of the fact they two have been divided into the binaries, the women have been allotted the image of the web, which b y nature is tangled and is completely disorganised in its very structure. The life of the women is just like the web that identifies them as having no identity. Whereas the men are clearly recognisable as they live through the hierarchical set up in the society, they have defined status and the levels at which they exist.

 Bardwick see that male mind is something which has its orientation from the ‘seperatist’perspective , and the women have their orientation as ‘relatedness’. This way it is seen that it becomes natural in the girls’ behaviour to seek approval from the society for whatever reason they might wish to take. Once there comes the matter of approval the subsequent step is to seek acceptance of certain acts also which the females wish to get. This acceptance factor thus guides them that they should be taking the decisions over their education, lifestyle and personal matters which suits the fundamental ways in which the complete society lives. It can therefore be related to the conventional dressing of the women in Saudi Arabia where they are made to wear Hijah, which covers them from head to toe, whereas for men there are no such conventions seen. Therefore it could be concluded that the society has some rules that are especially put for women and not the men.

It is evident from the study conducted by Wharton (2000), that the people who learn any language apply various types of methods so as to be able to learn it in an effective and quick manner. His study also proved that successful learners applied more strategies than those who are less successful by comparison.

            The studies were conducted on the differences in the learning techniques of males and females in relation to the humanities-oriented reading passage test, and show that the males had scored lower than the females, while in another test based on science-oriented passage, the performance of the females were lower than that of the males. There are various contextual situations in various countries in relation to the treatment of males and females. In some countries, females have equal freedom to males, while in other countries females do not have the equal freedom as their male counterparts (Carrell, 1991). There are different customs for males and females. Generally, in the Middle Eastern countries, it is the custom that females will not speak to males and will not go outside their houses. The way that both males and females study is also different. Females are not allowed to study with the males. This has a great impact on their psychology. Females become isolated and they do not like to have contact with other people. Males, on the other hand, have the freedom to enjoy social interactions with outsiders. This has a positive impact on the males as they can interact socially without any hesitation (Norman, 2006).

            There is a big difference between the speeches made by men and women as explored in a research study by Lackoff (1975). According to her, the major differences were found to be in the vocabulary section. Women had more words which describe the colours, while men had more strong vocabulary related to sports.

 

Current state of English language education in Saudi Arabia

            The Islamic Sharia Laws form the basis of the educational system in the Kingdom of Saudi Arabia. According to Braine (2005), the educational system of Saudi Arabia does not allow girls and boys to attend classes together. However, it offers the benefit of getting free education to any students who want to pursue their studies abroad. As the culture and educational system of Saudi Arabia does not allow boys and girls to attend educational classes together, girls’ students try to seek help through television, etc. In Saudi Arabia, there are only very few university campuses meant only for girls (Al-Shumaimeri, 1999).

            According to Al-Shumaimeri (1999), in the Kingdom of Saudi Arabia, English is spoken by people as a foreign language. For this reason, Saudi Arabia is counted as one of the popular EFL countries. Saudi Arabia is often regarded as one of the most popular countries, where there is a large population of foreign individuals in relation to the national population. Therefore, Saudis use English in order to communicate with the foreign population. Another reason behind the adoption of the English language in the educational system of Saudi Arabia is that the educational curriculum at tertiary level includes various subjects in English like science, engineering, dentistry, medicine, law, administration, computers, etc. And English is a prerequisite for admission into schools like Dentistry, Medicine, etc. (Al-Shumaimeri, 1999).

            Having English language proficiency is one of the major conditions for getting admission into Medicine and Dentistry at any university in Saudi Arabia. Therefore, learning English has become necessary for Saudi students who want to pursue their study and career in the field of science, dentistry, medicine, etc. The increasing usage of the English language by Saudi Arabian students has allowed English to enjoy a special status in Saudi Arabia (Al-Shumaimeri, 1999). In the context of Saudi Arabia, it can be said that the status of English is far better than the regional language, i.e. Arabic. The English language in education is often considered as Saudi Arabia’s window to the scientific and technical information and knowledge. Along with this, English is considered to be an important medium for communication, business, trade, diplomacy, education, and travel in the Kingdom of Saudi Arabia (Braine, 2005).

            Al-Shumaimeri (1999) states that economic factors are also quite significant for the improvement of the level of English in Saudi Arabia. Saudi Arabia is one of the important members of the world community and has a great relationship with nations where English is spoken as a native and official language as well as non-native English speaking nations. Therefore, in Saudi Arabia, English is widely used as a mode of communication in order to conduct business and trade activities with other countries. All these reasons have made the Saudi Arabian Government realize the importance of teaching the English language to students. Therefore, the Saudi government and ministry of education have made English language courses compulsory for students from intermediate level through secondary to tertiary level. Along with this, the Saudi ministry of education and government are also working hard to create innovative programs of English in order to make it easier for students to easily and effectively switch over from their regional language to English because English has become a major important medium of instruction in higher education (Braine, 2005).

            The key purpose of introducing English language classes at all educational levels by the government of Saudi Arabia is to provide students with enough knowledge about English in order to help them in their future studies and build a good career. The other reasons behind providing English to students at the various English language institutions of Saudi Arabia is to improve their communication skills, enhance their travelling experiences, and open the doors for better career opportunities, etc. A large number of students in Saudi Arabia are enrolling themselves in English language classes in order to expand the range of their knowledge so that they can effectively deal with a new and different culture, society and landscape, especially where English is spoken as the official language. Along with this, students of Saudi Arabia are effectively focusing on learning English as a way to increase their knowledge and language power, communication skills, and thereby to increase their networking with individuals who belong to nations where English is widely spoken. Although English is accepted to a great extent in Saudi Arabia, there the scope of English language is not quite sufficient. The current educational system of Saudi Arabia is enough to effectively meet the growing ambitions of individuals in relation to the English language. That is why, students from Saudi Arabia are enrolling themselves in English language programs in foreign countries like Australia, UK, etc. in order to improve their knowledge of English.

Gender differences in English language acquisition and learning in the context of the Middle East

            Sunderland (1992) states that gender has great influence on English language acquisition and learning in the Middle East. Gender differences in relation to English language acquisition and learning can be understood as the preferences of female and male individuals regarding learning and acquiring knowledge of the English language. In relation to English language acquisition and learning, female and male individuals usually differ from each other (Oxford, 1996). One of the major differences in such instance is different preferences when it comes to learning English. For instance, the preferences for learning or guessing English words for male and female individuals are different. Various findings in relation to English language learning texts state that while listening to related English texts, male individuals relatively use more translation than female individuals (Xiaoguo & Yongbing, 2005).

            According to Aslan (2009), the English language learning strategies of female and male students also differ from each other. Al-Tamimi states that the attitudes of individuals towards languages play an important role in English language acquisition and learning. For instance, female students are found to have a more positive attitude towards learning English than male students and usually learn faster than male students. In the context of the Middle East, there are various conditions which reflect the gender differences in English Language acquisition and learning. For instance, the government and ministry of education usually split up the schools and universities between girls and boys (Aslan, 2009).

            At the same time, the level of participation among girls in English language learning programs is also much less in the Middle East because they are not supposed to study with boys. In order words, it can be said that women in Middle Eastern countries usually do not get enough chance to get themselves into English language learning programs because the governments of Middle Eastern countries do not permit female students to pursue their studies together with boys (Hofstetter, 2001). This does not mean that women do not wish to learn English.

            Although they wish to learn English, due to the cultural barriers and conventional thinking in Middle Eastern societies, they usually do not get opportunities to have themselves registered in English language learning programs. It shows that there is a less cooperative educational environment for girl students in Middle Eastern countries. Middle Eastern countries are male-dominated. Thus, the number of female students learning the English language is relatively low compared to male students. Therefore, in order to fulfil their wish of learning English, they usually prefer to go to foreign countries to learn English.

 

Gender differences in English language acquisition and learning internationally

            As stated by Deters (2011) in the book entitled Identity, Agency, and the Acquisition of Professional Language and Culture, there is a difference in English learning ability between men and women. The author further states that women tend to value linguistic accuracy more when compared to men. They prefer to use the grammar books more and usually request more corrective feedback. There is a connection between women’s dialogic responsibility (which can be explained as the responsibility to understand the needs of the English speakers) and emotional attachments and sensitivity for their social positions as well as attention to linguistic details. On the other hand, men are normally not keen to learn the finer linguistic details of the English language and usually want to learn the language for job purposes (Deters, 2011).

            Hinkel (2005) has also stated that research related to the relationship between linguistic variation and gender reveals that there exists a gender difference not only in learning abilities of English but also in the usage of the English language and it is closely related to the issues of power and prestige. It is found that women of almost all classes and ages tend to use more standard variants than men. Women often make use of ‘ing’ in place of ‘in’ in all styles of speech. It is found that women prefer to learn the minute details of the language and try to learn all the strategies effectively. Women try to use Standard English to gain a better social position; therefore, they focus more on learning the finer details of the language. In contrast, men do not focus more on linguistic details as they prefer to use the English language for communication purposes. It has been found that working men usually use non standard forms of English which serve as a marker of their masculinity and a way of signalling membership in a particular speech community. The author further states that women learn the language with more focus and determination in almost all parts of the world. This is revealed by the fact that women use more correct grammar than men, use weaker expletives than men, use more intensifiers and hedges, as well as speaking more politely than men (Hinkel, 2005).

            According to Ember and Ember (2003), this trend is somewhat different in egalitarian societies such as Asian and Islamic countries where women have their own distinct social areas and do not get enough chance to learn the language. In such countries, men usually get more opportunities for learning the language, and are therefore better versed with the English language.

 

Gender-based learning differences among Saudi Arabian students  

            Öz (2010) examines gender differences in English language learning among students. There are significant differences in belief systems of groups of learners which also mean differences in the learning of English. English language learners bring with them a complex set of characteristics into the classroom. This complex set of characteristics includes attitudes, experiences, expectations and learning styles of the learners. Al-Shumaimeri (2009) investigated the differences between learning among male and female students in Saudi Arabia. The author’s findings reveal that familiarity of content has certain effects on reading proficiency of students. In this research conducted by Al-Shumaimeri (2009), male students gave much better performance than their female counterparts. The differences in the learning of English between males and females in Saudi Arabia can be attributed to content familiarity.

            Males are better in understanding technical terms compared to their female counterparts, which ultimately means certain disadvantage to females in performance tests. The gender of the student also influences reading performance. The author mentioned gender differences in English language learning in terms of the context of the topic. For instance, males perform well and significantly better in topics related to their general interest, such as cars, football players, etc., while females perform well on feminine topics such as sad stories, midwives, emotional stories, etc. This reflects the effect of familiarity of content on differences in learning English according to gender (Al-Shumaimeri, 2009).

            In the context of Saudi Arabia, education of all types is isolated in nature. Boys and girls in Saudi Arabia have different curricula and syllabuses at their educational institutions. This brings in differences for Saudi students when they go to learn English in learning centres of English speaking countries. In terms of gender-neutral texts in English, males perform better than females in overall comprehension of the language.

            Teh et al. (2009) point to gender differences in language learning strategies of students in Saudi Arabia. The research conducted by these authors show that females use more learning strategies than males, reflecting gender differences in the use of language learning strategies among Saudi students. In general, gender differences can be found in many fields of human social and cognitive development. When there are two levels of difficulty in learning, women use higher proportion of meta-cognitive strategies than men.

            Female students use more learning strategies than males and differ in their choices and use of learning strategies. Radwan (2010) also acknowledged the presence of gender differences in the use of learning strategies when it comes to English. The use of learning strategies is more frequent in females than males. These differences are reflected to the type of strategy used by male and female learners of English. There are differences in the use of social learning strategies. Female learners are more oriented towards using social learning strategies, more input and conversational strategies, more metacognitive and memory strategies than their male counterparts. However, according to Shmais (2003), as mentioned by Al-Shumaimeri (2009), there are no differences in the strategy use among students due to gender difference. This can be attributed to the fact that learners of English are aware of the learning process of English and the different types of strategies used for acquiring proficiency in written as well as spoken English. Similar studies by Wharton (2000), as mentioned by Radwan (2010), did not reveal any gender differences in terms of the number and type of strategies used by language learners.

            Leaver et al. (2005) focused on gender differences in secondary language acquisition and learning due to differences in culture. Body language and behaviour of males and females differ depending on their culture. The culture of Saudi Arabia requires females to cover their head and body whenever they go out in public. This has an important effect on English language learning among Saudi Arabian students in foreign countries. As females do not have much exposure in their home nation, they may not feel free to express their views and knowledge in front of teachers. Pica (2010) mentions gender-based differences in language learning in terms of learners’ comprehension, their modification of language, and interaction moves. Opportunities for language learning may not be similar for both males and females. This is also similar in terms of experiences of both male and female learners.

            Moreover, differences can be seen in the type of literature that both males and females tend to read and use while learning English. It is identified by Pica (2010) that male student learners read much more informative text and literature than their female counterparts. Male students usually outperform their female counterparts with regard to both familiar and gender-neutral texts. As reading is a complex psychological activity, it involves various mechanisms and has limited sources. The comprehension skills of males are better than their female counterparts.

            The superiority of males over females in English learning ability can be attributed to language ability. Male learners are more proficient than female learners (Al-Shumaimeri, 2009). However, a research study conducted by Altan (2006) revealed different results for gender differences in language learning. The study showed that women were better than men in terms of learning a new language. This study contradicts the previous view that males are better at language learning than females. As mentioned by Coy (2008), the differences between males and females in terms of their language learning strategies, attitudes, beliefs, and task preferences cannot be underestimated. However, it should not be interpreted from all the above-mentioned differences that teachers teaching English at learning centres should treat men and women differently. The author mentioned that females are more strategic than men in their learning approach to language.

             However, in some studies, as mentioned by Coy (2008), males have outperformed females in terms of their individual strategies but not on groupings of strategies. In terms of frequent use of strategies, females surpassed males in terms of formal rule-related practice strategies, general study strategies, input elicitation strategies, and conversational strategies.

            On other strategies, such as authentic language use, self-management strategies, etc., females were also better than males. The author interprets these gender differences over choice and use of language learning in terms of a higher verbal ability among females, desire for obtaining good grades, stronger desire for getting social approval and recognition, and a higher willingness to conform to conventional norms of society. Frequent use of language learning strategies by females indicates their orientation towards society. Women also show a higher level of strategy use and motivation in language learning as well as a higher level of social interaction (Coy, 2008). From the above-mentioned gender-differences in English language learning, it can be said that there exist certain differences in language learning among Saudi Arabian students due to their gender.

 

Factors leading to such differences

            The major factors that have an impact on the differences in language learning between men and women are well described by Tannen (1991). The way men and women speak is different. The major reasons for the difference are described below:

            According to her, the major reason is that they grow in different cultures. That is why they have different ways of talking and communicating with each other. This has a great impact on their learning as well. According to the author, there are less chances of communication between males and females and the main reason behind this is the dominating attitude of men towards women. According to Anger (2008), there is a great difference between the sociality level of males and females due to their cultural background, which also affects their motivation towards learning English.

            The psychology of males and females is different and both have different motives for learning any other language other than their mother tongue. The motivation level of females is more than that of the males. According to the study conducted by Bacon & Finnemann (1992), the reason behind this high motivation is the freedom that they get after so many years to learn and acquire something new. The tendency among men is that they learn English just for the purpose of social conversation, while women learn English because they want to learn something new. They are motivated to go deep into the language and that is why they focus more on mastering it. But their nature and culture are that they do not like to have much social contact and that is why they lack speaking skills in comparison to men. Men do not focus on going deep into the theoretical part and they learn English by having social conversations with their friends.

            The English language is a status symbol for women and that is why they like to speak English and pay more attention when learning English. While for men, English is a sub-standard language. It is also observed by scholars that men and women are different in nature. However, this is not merely brought about by the dominating attitude of the men. The basic nature of women is such that they are soft at heart when men are hard. In the majority of cases, women are found to be emotional, polite and creative. Saudi men do have the tendency to give orders. They like to learn English because they have to communicate with many people in a day, while women do not have to talk to such people. They remain at home and they have less interaction with outsiders. That is why men do not pay more attention in learning English (Millward & Hayes, 2011).

Measurement techniques for measuring speaking and writing abilities

Ekbatani (2008) explains that there are several measurement techniques used for measuring speaking as well as writing abilities of English language learners. First of all, there should be a specification of tasks that the test-taker will have to accomplish in order to provide evidence supporting the claims. There can be a direct as well as an indirect approach to measuring performance of English learners. The task-based approach for language testing, such as employing authentic assessment tasks, leads to engagement of learners in communicative and authentic language activities that are simulation of real life activities. Performance-based tasks are preferred over the traditional techniques of true-false tests or multiple choice questions so that actual understanding of students can be identified and measured in an effective manner. In order to test reading, writing and listening skills of the students, performance tests are the most common techniques employed by teachers. Multiple choice tests on grammar indicate the writing ability of learners while a test on vocabulary predicts reading comprehension and competence.

            Another authentic method to determine the reading and writing skills of students is open-ended questions. All these methods and techniques may be used for determining the reading and writing proficiency of students of English (Ekbatani, 2010).

Techniques used by Saudi Students in Learning English

            A number of techniques have been adopted by Saudi students when learning English. A few of the techniques which have been found helpful for Saudi Arabian students are mentioned below.

Cooperative Learning

Cooperative learning is the most effective technique used by Saudi Arabian students to learning English as a Second language (ESL). Alderson (1992) said that Saudi Arabian students who adopted the cooperative learning technique have better command of the English language than students who followed the traditional method of learning. The author further states that in cooperative learning techniques, team mates coordinate and assist each other, creating a positive environment for learning. Additionally, cooperative learning also helps Saudi students in their academic outcomes due to better time management, attitude towards education, rate of attendance, social skills, and motivation.

            It has been shown by several researchers that in order to learn any language, the language should be the medium of instruction rather than the object. A few educators of English believe that a language can only be learned by good interaction among students. It has thus been observed that female Saudi students are good in learning through cooperative learning. This is because of the fact that females are more cooperative in nature than males.

Interaction with English Speakers

            The best way to learn a language is to interact with native speakers of that language. Hence, Saudi Arabian students should interact with native speakers so that they can learn the English language more effectively. Saudi students should sit in the classroom in such a way that native English speakers can sit alongside them. With help of this kind, Saudi Arabian students will have maximum interaction with native speakers of English. This technique will be highly beneficial for Saudi students in learning English. It is observed that female Saudi students are shy in nature and may not be able to make the required interaction with native English speakers. On the other hand, male Saudi students have better social skills and can easily interact with native English speakers (Ebong, 2004).

Think and Share in English

            The best technique for English language learners is to speak, think and share their thoughts in English. It would be highly productive for English learners to speak in English as much as possible. The other method used under this technique is that Saudi Arabian students should be asked to read English paragraphs in front of the entire class and also to explain the passage they read. Saudi students are usually hesitant to read in front of native speakers because of their lack of knowledge on the language. This makes them uncomfortable when reading in front of a group of people. Saudi students are supposed to share ideas and thoughts in English to enhance their learning. The technique of thinking and sharing in English gives Saudi students a chance to practise and learn the language. In this technique, female Saudi students are able to learn English effectively as they are supposed to be more creative and have more ideas. On the other hand, male students seem to get less benefits with this learning technique (Hewings & Hall, 2001).

Encourage Participation

            It is observed that Saudi students are unwilling to participate in various activities in schools or colleges. Saudi students do not participate in various activities, not only because of a lack of knowledge but also because of the kind of environment to which they belong. It is believed that student participation is not highly encouraged in Saudi Arabia. The positive and supportive environment provided to Saudi students will encourage their participation and sharing of ideas. This kind of environment encourages Saudi students to express their thoughts and ideas as they are extremely important to learning English. Female students in Saudi Arabia are not encouraged to participate in school or college level activities. Because of this, they are not able to participate in academic activities that should positively affect their English language learning process. Male students actively participate in academic activities and they are able to learn English with the help of this technique. This technique also helps students from different cultural backgrounds to interact with each other (Mukalel, 2005).

Avoiding gender gap in English learning and maximization of performance

            In order to enhance proficiency in English among Saudi students studying at various foreign universities, it is necessary to reduce the gender gap. This will help improve the learning process of Saudi students in foreign countries. It is observed that most of the gender differences in English language learning are due to the cultural background of Saudi students. In Saudi Arabia, male and female students do not study together. Because of this, Saudi female students are shy in nature and are not very interactive in the classroom. In order to avoid this gender gap, female students should be encouraged to interact with their colleagues.

            In addition, female Saudi students are less motivated to take part in academic activities of foreign universities because of their cultural background. In order to avoid this gap, universities should ensure that Saudi female students participate in all academic activities. Regular interaction and participation in various activities will help Saudi female students increase their proficiency in English. Female Saudi students are considered to be hesitant while speaking in front of a group. In this case, female students are not able to speak English in front of a group of people, wasting an opportunity to be proficient in the language.

            It has also been observed that female students are more interested in learning and creating new things. In the case of Saudi male students, they are good in social skills. In order to avoid this gender gap, female students should be asked to take an interest in social activities. Saudi male students should be encouraged to learn and create new things. With this practice, the gender gap in learning English for Saudi students will be reduced.

            With more social interaction, Saudi female students will learn English more easily. On the other hand, Saudi male students can learn English easily with the help of new and creative ideas. It will maximize the performance of Saudi male and female students when it comes to learning English.

Summary

            This literature review has been productive in one sense, namely, understanding the gender differences in English language learning among Saudi university students who are engaged in learning English in Sydney. This section of literature review has thrown light on why the English language has been adopted into the educational system of Saudi Arabia. With education becoming the central focus of nations throughout the world, several techniques are being adopted by Saudi Arabia to manage knowledge of English language in inter-cultural contexts. There are several gender differences that exist between males and females in terms of English language learning. Males pay more attention to the informative character of the text and the content they are reading, while females are more familiar and are better at learning when they study feminine topics such as emotions, family, etc. Females use more strategies to enhance their learning in comparison to their male counterparts. According to this literature review, the English language has been gradually adopted by various institutions in Saudi Arabia due to its increasing importance. It is evident that Saudi students adopt various techniques to improve their proficiency in English. Techniques like cooperative learning and encouraging participation are extremely helpful for Saudi students in learning English. In addition, there are various levels of English proficiency among Saudi students. Besides, there exist various gender differences among Saudi students involved with English language learning. Therefore, it is necessary to reduce the gender gap regarding English language learning. Thus, for this purpose, female students should be encouraged to participate in academic activities, and to interact with colleagues in their university environment. Male students are encouraged to develop more creative activities to share with groups of people. A reduced gap in gender differences will certainly maximize the English language learning process for Saudi students regardless of gender.

 

Research Methodology

Introduction

Research methodology is the first step towards a successful research process. In order to conduct research in a proper way, research methodology should act as a guiding map. The concept of collecting the data in order to take up the research project is known as the methodology. For this research specifically the data that has been collected is both based on the primary research methods and the secondary research methods. The reliability of the researcher on the primary data like observation, survey, questionnaires etc, was fruitful to explore the scope of the research and the secondary data has been effective in terms of its validity like the information has been taken from the literature that already exists on the subject area. The language learning and education is a significant part which has to be studied and also how it has evolved for better according to the increasing demands of the students to learn communication skills in another language.. Also, the success of the research methodology depends upon the validity of the data that has been collected. The validity circumscribes the ethical and the reliable constraints that should be present in order to carry out a controlled research. It helps in establishing, organizing and conducting the research process successfully. The methodology describes the various aspects that need to be looked at in order to make the result meaningful. Research approach, research paradigm, research methods, data collection methods, data analysis, and ethical considerations are important aspects of any research methodology (Bergh & Ketchen, 2009).

Research approach

Research approach collects the evidence for setting up a logical framework through which to carry the research process. Logical conclusions are derived on the basis of the research process. Research approach is the axis around which the entire research process revolves. Alignment of the research process is done on the basis of the research approach. There are two types of research approach, namely, inductive and deductive approach.

Inductive is a “bottom-up” approach which develops a theory through observation. Deductive approach, on other hand, is a “top-down” approach which derives observations on the basis of theory. In this research, a deductive approach is followed (Creswell, 2009). The conclusions are derived on the basis of available facts. The various factors that affect gender differences in English language learning among Saudi university students at language centres in Sydney are discussed. There are many factors in the external environment that affect gender differences. The target is to identify factors that create gender differences and to suggest measures for dealing with them.

Other than inductive and deductive approaches, there are two other approaches to consider. These are quantitative and qualitative approaches. Quantitative approach develops an idea in quantitative form. Qualitative approach takes into considerations various aspects like attitudes, opinions, and behaviour. The results generated in this approach are at the service of the researcher’s insights and impressions. The results are shown in a non-quantitative form. Tools normally used for this purpose are focus group interviews, projected techniques, and in-depth interviews (Patzer, 1996).

Apart from being one or another type of a research it has to have a particular endeavour also. The endeavour behind taking up a research a research is always based upon the vision of the researcher. This vision defines the scope of the research and the motivating factor which actually let the researcher decide that s/he should be taking a particular topic or a subject area in concern. Therefore is becomes a fundamental concern primarily for the researcher and secondarily for the target audience for whom the research is taken up. This research problem which is under study is the gender differences in the middle-eastern society and its effect on the education and the acquisition of the language in a different nation state. Thus, it can be seen that it is utilitarian, as the issues related to gender are common in almost every society across the globe and therefore the same is important to be looked at from all important angles. Therefore, the research includes some useful approaches that is:

1. The desire to have a name in the field for all positive inputs that the researcher can provide in his research.

1. The intrinsic feeling of facing the challenges of solving the unsolved issues and gain familiarity in a social context because of doing something unique and productive.

1. To gain a state where the researcher can seek peace and solace with the fact that he/she has something with a utilitarian motive in mind.

1. To add to the existing slot of knowledge on the same subject. This would be called as expanding the domain of literature based on the same subject area.

1. To expand the personal sphere of knowledge on the topic under study.

Other than the above listed factors there can be other factors too that are motivating enough to take up such new endeavours in order to accomplish a research successfully. They might be the directives of the government of the state in which the research is being taken up, might be an academic exercise affiliated to the instated for which the researcher is working. The employment conditions might be such that it is a financial gain for the researcher, the research might be even conducted solely on the basis of curiosity to explore the dimensions of the subject, also the reason may be that the researcher wants to interact with the masses and personally get in touch with the ideology of the common people regarding the subject and to know social thinking.

Research methods

The most significant part of research design is that it has the relevant methods which complete the research fruitfully. There are many available research methods on the basis of which research can be conducted. Research methods are extremely useful in collecting research data from various sources. There are several methods through which, the data can be collected for research purposes. For the study of societal cases, two types of data are available, primary data and secondary data (Creswell & Clark, 2007).

A mixed method of quantitative and qualitative study has been used in gathering information about this study. Quantitative and qualitative data was collected through an online survey sent to Saudi students by the Saudi Students Club’s administrator in Sydney. In addition, a focus group of Saudi students would discuss this issue for validating the topic. This method was chosen for the purpose of broadening the understanding of the topic.

The unstructured survey is something which contains the questions put to the interviewee in a random fashion. The one question and the answer that is given to the previous question paves the way for the another question. The structured survey method is used in this research, through which direct questions were asked of students, and according to their responses the findings and analysis were then conducted.

The online survey method has two approaches: quantitative and qualitative. In the quantitative approach, the researcher asks direct questions to respondents about general information and their level of confidence regarding their English language abilities using different statements. So the teachers also asked the direct questions to the new learners, and initiated them to speak in English. This way the spontaneous reactions of the new learners could be recorded. Such dialogues between the teachers and the new language learners actually pave the way for better understanding of the skills like Reading, Writing, Listening and Speaking in the second language.

In the last part of the quantitative questions, they will be asked about the level of agreement on the Likert-type scale. In the qualitative approach, the open-ended questions were asked to the respondents and they were recorded. The survey method is particularly useful in collecting different kinds of information, as this method is exceptionally quick and costs little in comparison with the other research methods such as observation and experimental methods. Information from the survey can be collected by mail, telephone or via personal interview with the respondents (Vander Stoep & Johnson, 2009).

Finally, in the qualitative approach, the focus group participants only include those who agreed to take part in the audio-recorded focus group in the online survey. The investigator will record a-60 minute focus group discussion with five males using a digital audio recorder. In the transcription phase the ethical responsibility has been taken up and therefore no disclosure has been made about the identity of the individuals who are under study.

Sampling

The data under reference was collected with reference to the Saudi students’ database and that also contains the participants’ electronic mails for the survey. After receiving the ethics approval letter, the online survey was sent to the Saudi students in Sydney, and 62 Saudi male responses were received to be analyzed.

Ethical considerations and issues

Ethical considerations are important for authenticating the research and are based on maintaining the ethical code of conduct. To conduct any research work in an effective way, ethical considerations are required to be followed to an effective level in order to make the research work highly reliable and credible. Ethical practices are followed in this research to authenticate the research. Ethical issues are important to keep the code of conduct valid. Participants involved in the research process required assurance that the data provided by them will be kept confidential. Privacy of the information should be kept during the research process. Participants involved in the research process should not be involved in unethical issues. Special care should thus be taken regarding the ethical conduct. Ethics is an important part of research. In this research study, several ethical aspects are required to make it a credible source of information. In this research work, all the information collected by the researcher is original. No information is copied from any existing work done by other researchers in the same field. The research work is a completely new work with the inclusion of my own knowledge and ideas.

The responses of the individuals who were being researched upon were kept confidential((Ethridge, 2004). The ethical constraint consistently remained there and that was important also so that there can occur no bias at the end of the researchers and the students under study. There was laid no objective restrictions on the target individuals but the responses that they gave were subjective and the same was initiated also. If the research is conducted in an appropriate manner, it can play a significant role in applied economics and business as well. In today’s world of business, research plays an important role in solving operational problems. Ethical considerations guarantee the accuracy of the results. Sometimes, it is necessary to comply with the ethical guidelines issued by the government from time to time. In formulating all the information in a proper and coordinated manner, the review of the literature and case studies is performed in a sequential and organized manner so that one can have a good understanding of the research process. While taking up the research the males and females were given the equal position, time and the space to speak. The assumptions that were made were not produced and therefore no inclination was made towards any one gender (male or female). The perspectives of both males and the females were welcomed and thus it was a balanced situation. The views of both the genders were important for the survey to be done. The difference in the language that both the males and females found in learning the English language was important from the cultural, ideological and the spatial point of views that they have acquired living in a middle-eastern society.

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