PLANGUAGE AND GENDER IN LANGUAGE LEARNING AMONG SPPH STUDENTS

1.0 Introduction

English language has been a compulsory subject for all the students in Malaysia. Malaysians
are required to learn this language as it is the official language used throughout the country. In
language learning, there are many factors that can affect the effectiveness of the language acquisition
to the students. One of the factors is gender that also can contribute to second language acquisition.
World Health Organization (WHO) defined gender as the socially constructed characteristics of
women and men based on their norms, roles and relationships between both groups of male and
female. Gender is said to be one of the contributing factors that influences one’s language learning
process. Between male and female, there are different ways of acquiring a second language. In order
to identify the relationship between gender and language learning acquisition, a mini research has
been conducted that focused particularly on the students’ proficiency, participation and motivation.
This paper highlights the influence of differences in gender language learning context among SPPH
students.

1.1 Objectives
The objectives of this research are:
1) To identify the differences between male and female in language learning.
2) To analyze the differences of language skills between genders in language learning.
3) To analyze the motivations needed by genders in learning the language.

1.2 Research questions

1) How do the differences in gender can affect participation in class?
2) What are the language skills used by different genders?
3) What are the motivations needed by both genders in learning the language?

1.3 Significance of projects

This study focuses on identifying the influence of gender towards second language learning.
The significance of this study is mainly to provide guidance to improve their learning styles
according to gender. This is because it helps in discovering the best learning strategies that suitable
to be implemented based on gender which further can assist the teachers in enhancing the language
acquisition among the students. Not only that, the study also included the participation of the
students in the lesson according to their genders as there are different approaches to attract students’
attention to be engaged in the learning process. Another point that has been highlighted in this study
is about what are the motivations needed by both genders in language learning that can be used by
language teachers to boost students’ motivation. Thus, from this study, it has significance to
education which investigates the influence of gender towards language learning among SPPH
students.

2.0 Previous work/related work

In previous research that has been conducted, the study of gender is important to the study of
language as for both genders, they have different learning capabilities and styles in acquiring the
language. In order to be able to identify the relation between language and gender in language
learning context, it is important to explore the differences that exist between male and female.
According to Xia (2013), the differences between genders in language can be examined in terms of
pronunciation, intonation, vocabulary and their attitudes toward the language. The researchers have
proved that females usually have a better pronunciation compared to male, for example, in the
pronunciation of –ing which show that females exhibit a better language ability. While in terms of
intonation, females seem to like to speak with a high intonation due to shyness and emotional
instability which differ from male that often use falling intonation that shows men’s confidence.
The difference between genders in language can also be observed in terms of vocabulary
such as adjectives, adverbs as well as use of expletives. For females, they have a wider knowledge of
adjectives and adverbs which they often use both parts of speech in their daily communication.
However, they usually avoid using swear words and dirty words because in their view, women
should be gentle and docile. For each gender, they have a different attitude or perception toward
language. Females are more likely to use standard language in their speech compared to male. In
using standard language, females are stricter with language rules in which they are very particular
with the pronunciation of the words.
Another research related to this topic is done by Öztürk & Gürbüz (2013) to observe the
impact of gender on foreign language speaking anxiety and motivation. In this context, foreign
language is English language. Personality factors were taken into account to conduct this research.
Some of them are motivation, anxiety, and self-esteem. Anxiety is one of the variables that are
needed to measure the effectiveness to learn language. This is supported by Krashen (2012) that
anxiety is related to acquisition of language. However, anxiety is not involved during literature
learning. Anxiety occurs when the speakers have to speak in their second language. Therefore,
speaking skill is the major reason why anxiety occurs in language learning. Students’ motivation
also affects the language learning. Motivation is an important factor for the students to acquire a
second language during teaching and learning sessions. One’s motivation is vital to actively
participate in a second language classroom.
From this research, the authors believe that language learning is closely related to human’s
thinking, which differs between male and female. Based on their research, the authors concluded that
females are more motivated rather than males to learn foreign language. The authors used two types
of motivations, namely instrumental and integrative motivation. Female students proved that more
integrative motivation rather than male students. In addition, females are highly motivated
instrumentally to acquire a second language.
Other than that, female students also get more anxious than male students to speak English in
the classroom. From the interview done by the researches, females are more anxious as they feel that
it will affect their self-confidence and motivation. In contrast, males have lower anxiety level to
learn language. To conclude, female students are more motivated than male students to acquire a
second language. Gender unconsciously affects the second language acquisition. However, further
research is needed to identify the strategies for teachers and learners to teach and learn a second
language effectively in the classroom.

3.0 Methodology

This part explains about the research’s respondents, instruments, data collection and data analysis on
the study of gender and language among SPPH students.

3.1 Respondents
Third year students from Kemahiran Hidup (SPPH) course were chosen as the respondents of
the study. The main reason in selecting them as the respondents is because this research focuses on
one group of students so that the correlation between language and gender that takes place in
language learning can be observed more accurately. The total number of respondents that have been
set for this study are 10 people that consists of 5 males and 5 females. Therefore, equal numbers of
respondents between male and female taken to analyze on language and gender in language learning
among SPPH students.

3.2 Instruments

For this specific study that is going to be conducted, the researchers have used both
quantitative and qualitative data collection. In the questionnaire, it consists of four sections which is
gender, proficiency, participation and motivation in language learning. In the first section, only one
question is given which is on gender so the respondents need to choose either male or female option.
In the second section which is on proficiency, there are four questions that consists of MUET’s
result, preference on either oral or written form, reasons for their selection and their best language
skills
Next, in section three, the respondents need to answer another five questions related to their
participation in language learning. The respondents are required to rate their level of excitement
during language lessons, reason for their answer, their preference of gender to work in group as well
as their reason for their preferences, type of learner either active or passive learner and why did they
define themselves as that type of learner. In the last section; namely motivation, the respondents are
needed to answer two questions about their motivation for learning language and their level of
anxiety in acquiring the language.
The researchers also obtain the findings for this study through qualitative data collection in
which the interview is conducted for the same respondents who fill the questionnaire form. The
interview only included two questions which are students’ justification on their preferences of
genders to work with and also their opinion on particular situation given to them. They are given a
situation related with their course as a future educator. They need to give their opinion on how to
deal with problematic students in the classroom. From their respond given based on the situation, the
researchers can observe the differences between male and females in using the language to express
their opinion in the speech.

3.3 Data collection

Data obtained for this research are collected from 10 respondents that consists of five male
and five female students of SPPH course. The students are selected through random sampling
method which the researchers used random number generators that will determine random selection
of students that were chosen to be respondents. For quantitative data, the respondents need to answer
questionnaire that were given to them in Google Forms that were distributed through WhatsApp.
The questionnaire answered by the respondents will be investigated in terms of their proficiency,
participation and motivation in language learning. While for qualitative data, the researchers
conducted an interview with the same respondents who answered the questionnaire. The interview to
help the researchers to get further clarification and justification from the respondents in their answer
given in the questionnaire.
 3.4 Data analysis

In order to analyze the data, both quantitative and qualitative data are being processed. For
the quantitative data; namely questionnaire, we will analyze which gender is more associated with
the three elements in the questionnaire. The three elements are proficiency, participation, and
motivation. While for qualitative data, two questions were asked for respondents’ further
clarification.

3.4.1 Quantitative data

3.4.1.1 Proficiency
60 percent of female students obtained Band 3 for their MUET examination, meanwhile 40
percent of male students obtained Band 3. 60 percent of male students prefer oral form than female
students which is 40 percent. Meanwhile, 60 percent of female students prefer written form than
male students; 40 percent respectively. Males prefer oral form because they are shamed and afraid to
make mistakes in writing and it is easier for them to transfer ideas. Females prefer written form
because they are not confident to speak and easier for them to control and edit ideas in writing.
80 percent of female students prefer reading skills than the total of 40 percent for male
students. For writing skills, females have higher percentage than males, 40 percent and 20 percent
respectively. Females show higher percentage than males in listening skills; 60 percent and 40
percent respectively. On the other hand, 40 percent of male students are more confident in speaking
skills than female students, who acquired only 20 percent.

3.4.1.2 Participation
Both female and male students felt excited to learn English with 40 percent for each gender.
60 percent of females feel neutral to learn English; meanwhile, 40 percent of males feel neutral to
acquire English. 20 percent of the male students feel uninterested to learn English due to the
complicated lessons being taught in the classroom. Both male and female students prefer to work in
a group with mixed genders. 80 percent of male students chose active learners than 40 percent for
female students in language. Meanwhile, for passive learner, 60 percent of females chose to be
passive learner than males which only 20 percent of them chose passive learner. Male students chose
active learners because they wanted to be involved in the lesson and to express their opinions.
Meanwhile, female students tend to be passive learners because they do not have enough confidence
to stand out in the classroom.
 3.4.1.3 Motivation
Female students have higher levels of anxiety than male students to learn English. 60 percent
of females have a high level of anxiety than males who have only 20 percent. Males have moderate
level of anxiety than females; 80 percent and 20 percent respectively. For the lowest level of anxiety,
20 percent of females have low level of anxiety. There is none for male students.

3.4.2 Qualitative data

The interview only focuses on two questions which are students’ justification on their
preferences of genders to work with and also their opinion on particular situation given to them.
From the questionnaire, all the respondents answered that they choose to work with both genders in
language learning activities. However, in the interview, female respondents said that working with
female is much easier because female students are better in language proficiency compared to male.
While for male students they think that both genders are equal in language acquisition but female are
more detail with task that related to language.
For the second interview question, the researchers can observe that there are differences in
language use between male and female students. The respondents are given particular situations that
related with their scope of study as a future educator. They have to express their opinion regarding
the situation given to them. From both genders’ response, females are much more proficient in
language in terms of their pronunciation and vocabulary. Females are able to express their opinion
using descriptive words that help the listener to have better understanding on their speech. But, for
male students the researchers can observe that they have limited use of vocabulary because male
students keep using repeated words in their speech. Due to their lack of vocabulary input, the
researchers notice that they tend to be more straightforward in their speech compared than females.
 4.0
Type of learner Findings
10

0
Passive leaner Active learner

4.1 How do the differences in gender can affect participation in class?

Figure 1: Type of learner according to the gender.

MALE FEMALE
Active Passive Active Passive
Express my opinion Do not have Wanted to be involved Do not have
(4) confidence to stand in the lesson (2) confidence to stand
out (2) out (4)
Wanted to be No reason (1)
involved in the lesson
(3)
Table 1: Reasons that determine the type of learner in language lesson.
 Language Skills
10

8
From the data
analysis, most males
7
prefer to be active
6
learners and females
5
tend to be passive
4
learners to acquire
3
English language. From
2
the Table 1, the most
1
frequent reasons for
0
Reading Writing Listening Speaking males to be active
learners are because they wanted to express their opinion and they wanted to be involved in the
lessons. On the other hand, female students prefer to be passive learners because they do not have
the confidence to stand out during the lesson. They are afraid to be judged by others if they make
any mistakes in using the language.
The differences between genders clearly can affect the students’ participation in the
classroom. Swann (2003) as cited in Litosseliti (2016) reveals that male’s speaking styles in
language learning allow them to dominate the lesson which cause female only have limited
opportunity to contribute in the learning process that takes place. Swann (1992) as cited in Litosseliti
(2016) claims that male is more outspoken and like to interrupt in the interaction in the classroom
which cause to situation where male students have longer turned to talk. This has made male
students to actively participate in language learning process than female students.

4.2 How language skills vary among the two genders?

Figure 2: Language Skills acquired by the students.

Based on Figure 2, females are more confident in reading, writing and listening skills.
However, they are not confident in speaking skills. The female respondents ranked their ability in
four language skills as follows; reading skills, writing skills, listening skills, and lastly speaking
skills. This shows that the female students are most proficient in reading skills as they are more
detailed in analyzing the reading text to scheme out important point. However, due to their lack of
confidence, females are having difficulty to enhance their speaking skills. Meanwhile, male students
are more proficient in speaking, listening, and reading skills but they are not confident in writing
skills. The male respondents ranked speaking skills as the most preferred ability, following with
listening skills, reading skills and lastly writing skills as the least preferred skill. For male, it is hard
for them to organize their flow of ideas in writing which cause them to lack in writing skills. Male’s
speaking skills are better than females because they are confident to express their ideas in the speech
although they might make mistakes in their speech.

4.3 What are the factors that motivates the genders in acquiring the language?

MALE
Job qualification (5)
Education purpose (3)
To have a good impression from others (1)
FEMALE
To fit in with society (4)
To have a good impression from others (3)
Job qualification (3)
Education purpose (2)
Passion and interest (2)

Table 2: Reasons of learning language according to genders

Females and males have different purposes to acquire a second language. A number of
reasons were stated by males and females. Female students have more reasons that motivates them to
learn a second language. Four out of five female respondents chose to fit in with society as their
motivation to learn English. The least reason would be education purposes and passion and interest.
Males reason that motivates them the most is for job qualifications. The least reason that motivates
them to learn English is to have a good impression from others. Females have more motivation that
help to encourage them to acquire the language easily compare than male.
5.0 Conclusion and recommendations

In this paper, it has been discovered that the differences between male and female has led to a
different learning preference. Female students tend to be passive learners in the language lesson
because they are ashamed, nervous and lacked confidence to practice the language in the classroom.
While, for male students, they are freer and more confident to use the language even though they are
not proficient enough in using English. This finding reveals that the differences between genders
can affect the participation of the students in the classroom. However, the findings on genders’
participation did not correlate with their proficiency. For female students, although they are passive
in language learning but their level of proficiency is much higher than male students. Therefore,
genders also can influence the proficiency in language.

The recommendation that can be made for this research paper is to increase the numbers of
respondents. For this research, it is recommended to get more accurate and precise results by
increasing the number of respondents as it only includes ten students from SPPH course. Further
research is needed to expand the scope of research by choosing respondents from other courses as
well to prove whether gender affects language learning.

It is important to consider gender differences in implementing the learning approach for

language lesson as both genders have different capability in language acquisition. The differences
between genders in language learning can be identified in their proficiency, participation and
motivation in language lesson. Therefore, there is a correlation between language and genders that
can influence in the effectiveness of the language learning.
REFERENCES

Bayyurt, Y (in progress) The analysis of the interaction strategies of female and male
university students in an EFL setting, research report, supported by the Commission of
Bogazici University Scientific Research Projects (Project Number: 99HD601) and Turkish
Academy of Sciences Post-Doctoral Research Award.

Gass, S. and Varonis, E. (1986) Sex differences in nonnative speaker–nonnative speaker

interactions, in R. Day (ed.) Talking to Learn: Conversation in Second Language
Acquisition. New York: Newbury House.

Gender. (n.d.). Retrieved from https://www.who.int/health-topics/gender.

Holmes, J. (1989) Is sex relevant in the ESL classroom?, Language Issues 3(1): 14–18.

Lakoff, R. (1975). Language and Women‟s Place. New York: Harper & Row Publishers, Inc.

Öztürk, G., & Gürbüz, N. (2013). The impact of gender on foreign language speaking anxiety
and motivation. Procedia-Social and Behavioral Sciences, 70, 654-665.

Swann, J. (2003) Schooled language: language and gender in educational settings, in J. Holmes and
M. Meyerhoff (eds) The Handbook of Language and Gender. Oxford: Blackwell, pp. 624–44.

Swann, J. and Graddol, D. (1988) Gender inequalities in classroom talk, English in Education,
22(1): 48–65.

Xia, X. (2013). Gender Differences in Using Language. Theory and Practice in Language
Studies, 3(8). doi: 10.4304/tpls.3.8.1485-1489
APPENDIX

QUESTIONNAIRE:
SECTION 1: Gender
1. Gender:

Male

Female

SECTION 2: Proficiency

2. MUET Result:

Band 1 Band 2 Band 3

Band 4 Band 5 Band 6

3. Do you feel comfortable using English every day?

Not comfortable Comfortable Very comfortable

4. Do you prefer to express your opinion in English using:

Written form Oral form

5. Why do you prefer written/oral form?

Lack of English-speaking capability No confidence to speak

Shame and afraid to make mistakes More skilled in speaking

Easy, direct and faster to transfer ideas Difficult to express ideas in

speaking
 Easy to control and edit ideas Others

6. State your reason from your choice above.

7. Choose skills that you are best at:

Reading Writing

Listening Speaking

SECTION 3: Participation
8. How do you feel during English lessons?

1 - very uninterested 2 - uninterested 3 - neutral 4 - excited 5 - very excited

1 2 3 4 5

9. Why do you feel that way?

Teacher is strict. The lesson is complicated.

Not confident to use English. Afraid to be judged by others.

Teacher is helpful. The lesson includes interesting activities.

I can understand the lesson well. Improve my English skills:

10. Which gender do you prefer to work in group?

Male Female Both

11. State reasons for your preferences.

Males are arrogant, like to show off Females get offended easily

Afraid to communicate with opposite gender Not being free to express

Difficult to understand other genders' opinion

Feel ashamed or anxious to make mistakes in front of opposite gender

12. Choose a type of learner that defines you in language learning.

Active learner Passive learner

13. Choose the statements below that suits with your answer above:
Express my opinion

Do not have confidence to stand out in the lesson

Wanted to be involved in the lesson

No reasons
SECTION 4: Motivation

14. What motivates you in learning language?

Job qualification Passion and interest

Education purposes To have a good impression from others

To fit in with the society

15. Level of anxiety to learn English:

Low Medium High

INTERVIEW QUESTIONS:

1. From the questionnaire that you have fill, you prefer to work with both genders in language
learning context. Can you please explain further on your choice to work with both genders in
learning language?

As a future teacher, what can you deal with problematic students in your
classroom?

2. Based on the situation given, please share your opinion regarding this issue.