Gender Differences in Classroom Interactions and Preferences

Autor/in	Alshebl, Alia
Titel	Gender Differences in Classroom Interactions and Preferences
Quelle	In: Journal of Language and Linguistic Studies, 17 (2021), S.534-552 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Alshebl, Alia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-578X
Schlagwörter	Gender Differences; Classroom Communication; Foreign Students; Student Attitudes; Task Analysis; Risk; Preferences; Teacher Characteristics; Interaction Process Analysis; Foreign Countries; Second Language Learning; Second Language Instruction; English (Second Language); Peer Relationship; Cultural Awareness; Learning Strategies; Nonverbal Communication; United Kingdom + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Klassengespräch; Schülerverhalten; Aufgabenanalyse; Risiko; Prozessanalyse; Ausland; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Peer-Beziehungen; Cultural identity; Kulturelle Identität; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Non-verbal communication; Nonverbale Kommunikation; Großbritannien
Abstract	The purpose of this study was to investigate gender differences in classroom interactions and preferences by analysing data collected by a questionnaire, observations and interviews. The data were collected focussing on male and female attitudes towards the teacher's gender, teacher's body language, the task partner's gender, the task type, speaking tasks, risk taking, using computers in the tasks, learning about English culture, misunderstanding and clarification, and oral correction feedback, in addition to the differences in the use of reading strategies and gender differences in topic preferences. Forty-seven international students in the UK participated in the research, 26 females and 21 males who were studying on a pre-sessional course in the Language Academy. The results of the quantitative and qualitative data revealed a number of differences in the participants' interaction patterns. Further, many preferences between the participants mediated by gender factor was recorded. The study has provided many recommendations and suggestions for the future studies. (As Provided).
Anmerkungen	Journal of Language and Linguistic Studies. Hacettepe Universitesi, Egitim Fakultesi B Blok, Yabanci Diller Egitimi Bolumu, Ingiliz Dili Egitimi Anabilim Dali, Ankara 06800, Turkey. e-mail: jllsturkey@gmail.com; Web site: http://www.jlls.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01