An Empirical Study On Gender Differences In English Learning Among Three Universities

This paper investigates the gender differences in students at an independent college in EFL learning by analyzing CET4and final-term English exam results, LLS and classroom behavior of100non-English major sophomores from Northwest Polytechnical University, Ming De College. To obtain valid data for this study, classroom observation and interviews with English teachers and students were conducted and a questionnaire was employed in the research procedures. The latter consists of a SILL questionnaire designed by R. Oxford (1989) and Classroom Behavior Inventory questionnaire by Elisabeth Hayes (1992). The resultant data was analyzed using SPSS17.0.Significant gender differences in English learning exist, according to the independent samples T-text of participants’CET4and final-term English exam results; female participants had statistically significant better academic performance in both the CET4and the final-term English. The general gender differences in psychological and social fields are expounded as a comprehensive explanation for gender differences in EFL learning. Males and females differ in intrinsic brain structures, memory, and intelligence, as well as extrinsic interests, attitudes, social roles and societal expectations.Although both genders have common features, including poor academic achievement, low self esteem coupled with the coping mechanism of conceit, lack of self discipline, and poor time management skills, and enthusiasm regarding community activities, commonality is replaced by gender differences in learning styles. Significant differences exist in sensory preferences, cognitive domains, reaction modes, and information-processing modes. Concerning learning motivation, usually males are driven by extrinsic motives while females’ motivation is more intrinsic. In terms of LLS analysis, the SILL questionnaire was adopted to affirm gender differences in application of LLS, which contains six categories:memory strategies, cognitive strategies, compensation strategies, metacognitive strategies, affective strategies, and social strategies.Research findings show that:1) Correlation analysis indicates that LLS are significantly correlated to participants’EFL learning achievement.2) Mean and independent samples T-test show that male and female participants have significantly positive differences in five of the six dimensions; the exception is compensation strategies.3) Notably, both male and female participants scored higher in compensation strategies and social strategies, yet lower in cognitive strategies, metacognitive strategies and memory strategies. This finding differs from previous research on gender differences in LLS. The Classroom Behavior Inventory questionnaire consists of seven factors:Verbal Participation, Learning Orientation, Dominating Others, Support-Seeking, Self-Disclosure, Self-Assurance, and Sociability. Researching findings reveal that:1) Correlation analysis exhibits Verbal Participation, Learning Orientation and Support-Seeking of participants are strongly and directly correlated with all participants’ EFL learning achievements.2) Male and female participants differed significantly in Verbal Participation, Learning Orientation, and Support-Seeking.3) Both male and female participants scored lowest in Dominating Others, and highest in Sociability.4) Males’ ratings on Support-Seeking were low, while females’ ratings were weak on Self-Assurance. This study also offers suggestions to help enhance students’ learning strategies application. It also acknowledges its own limitations...