EFL Students' Perception of Impolite Language: A Case of Gender Differences

This study attempts to investigate the agility of male and female senior high EFL students of SMA Negeri 4 Pematangsiantar in online learning during the Covid-19 pandemic. The study employs the theory of learning agility introduced by Gravatt and Caldwell (2016). As they stated, there are four dimensions of learning agility, namely; mental agility, people agility, results in agility, and change agility. The sampling technique used was random sampling. 150 students of X PMIA 1, 2, 3, and X PIS 1 and 2 were selected as the participants. The score of male students for all types of learning agility was 6798. While the score of female students for all types of learning agility was 6831. From 150 participants, the percentage of male students who had a high level of agility was 27,33%, while the female students were 26%. The percentage of male students who had a moderate la level of agility was 22,67%, while the female students were 78.33%. None of the male and female students had a low level of agility. The results showed that when it came to the o general calculation of scores, the female students were higher and more agile. However, when it was seen individually, especially in the learning activities, the male students had a higher level of agility rather than the female students.

The objective of this study were 1) to find out the kinds of request used by male and female students in doing interaction at informal context, 2) to elaborate the way request linguistically performed by male and female students in doing interaction at informal context, and 3) to provide the reasons why male and female students perform request in the way they are. It was applied by using descriptive qualitative research. It was conducted at Dharmawangsa Senior High School in Medan involving 3 male and 3 female students. The data were collected through observing, recording and interviewing them. The data were 44 male students’ utterances and 42 female students’ utterances taken in three areas of school: canteen, in front of the class, and parking lot. The findings showed that 1) syntactical realization and lexical realization were found in students’ utterances with four kinds of syntactical realization: imperative, interrogative, declarative, and modal auxiliary; 2) the way of requests linguistically performed by male students was the direct way. Similarly, the way of requests linguistically performed by female students was the direct way. 3) There were two reasons why male and female students perform request namely interlocutors and age. Keywords: Male and Female Students, Gender, Request

Qualitative adjectives are often used in expressive writing, including reflective writing. They express and (de)intensify feelings and emotions, thereby expressing stance. This study investigates the adjective profiles of 60 first-year EFL students’ reflective essays and compares male and female university students’ utilization of qualitative adjectives and those used as attitudinal stance markers. Data were collected from a reflective writing task after students participated in a seminar on effective listening. Analyses were conducted considering the General Service List (GSL), the Academic Word List (AWL), and words that do not appear in either of the preceding lists. The results indicated that qualitative adjectives accounted for 6% of the words in these reflective writing essays, and the male students used a greater number of adjectives than the female students. This difference, which was at a statistically significant level, likely stems from male students’ greater use of adjectives from the Academic Word Lists. The results also showed that 47.5% of the adjectives used in these essays were attitudinal. There was no statistically significant difference between the frequencies with which the male and the female students used these attitudinal adjectives. The results are discussed and recommendations are made to increase students’ effective use of adjectives in reflective writing.

Writing skills are important for EFL learners, especially those in tertiary education where they are required to engage in English writing throughout their studies. While most English writing in tertiary education tends to be academic in nature, there are also narrative writings that are done by these students especially those who are majoring in English education or English literature. While there are many studies done on academic writing, there are few done on narrative writing. Therein the question lies as to if there are variations between male and female EFL students’ styles in narrative writing, which might influence how these writings are perceived or even evaluated. Therefore, this study is conducted to probe into stylistic variations between male and female undergraduate learners in their EFL character-based narrative writing. It employed descriptive qualitative methodology by way of document-based analysis. The stylistic features framework introduced by Rubin and Greene (1992) was used to distinguish writing styles between male and female undergraduate EFL students. It was found that female students applied majority of 13 stylistic features while writing which consisted of different connectives and pronouns with intensifiers alongside de-intensifiers and proximals and auxiliaries of possibility plus demonstratives. This led to more coherent and expressive writing style. The expressions of moral lessons from male students appeared shorter and indirect while female students' responses were both thorough and clear conclusions. The study proves that gendered language patterns in EFL writing tasks remain dominant thus generating implications for teaching approaches which support different writing approaches.

Gender-Based Differences Among Pharmacy Students Involved in Academically Dishonest Behavior

The focus of this paper is to apply the analysis of gender difference and topic preference to enhance and motivate online EFL learning shown by Taiwanese students enrolled in Freshman English Aural Training courses for English majors in a university in central Taiwan. Online learning for EFL students has been a worldwide trend. Hundreds of websites are accessible for EFL students to learn English linguistically and culturally. Many websites are free for users to learn autonomously; however, in order for EFL students to learn English effectively, it is essential for EFL teachers to create a pedagogical design to increase students’ motivation to learn. Gender difference has been a controversial issue. Scientists have found that the brain structure of men and women are different (Rogers, 1999, Sax, 2005). While this is true, the influence of culture on EFL students’ preference for different topics to learn online cannot be underestimated. This paper will present the preferences shown by both male and female Aural Training students’ choices toward Voice of America (http://www.voanews.com/learningenglish/home/) online listening articles in the following topics: Science, Technology, Education, Entertainment and Economy. The analysis of the data shows that gender difference in choosing topics online for EFL learning is applicable to EFL pedagogical design and thus suggests that EFL teachers take these two factors in consideration when planning materials for the male and female students in their EFL classes.

[Objective] The current study explored the correlation and contribution of critical thinking and metacognitive skills toward female and male students' retention in senior high school. [Methodology] This study used a descriptive correlational design, where critical thinking and metacognitive skills served as the predictor, during retention as the criterion. A total of 230 students participated in this study. The participants comprised 112 (48.70%) male students and 118 (51.30%) female students. An essay test and a scoring rubric were used to collect data on participants' critical thinking and metacognitive skills. The research data were analyzed using a multiple regression analysis at a 5% significance level, followed by ANOVA to examine the contribution of critical thinking and metacognitive skills toward male and female students' retention. [Results] The statistical analysis revealed that the simultaneous contribution of critical thinking and metacognitive skills toward female students' retention was higher than that toward male students' retention. The effective contribution values of critical thinking and metacognitive skills toward male students' retention were 2.44% and 10.06%, respectively. Meanwhile, critical thinking and metacognitive skills contributed 7.89% and 12.81% toward female students' retention. [Conclusions] There was a simultaneous correlation between critical thinking, metacognitive skills, and retention of male and female high school students. The effective contribution of critical thinking and metacognitive skills toward female students' retention was more significant than that toward male students' retention. The findings of this study suggest that high school teachers need to consider gender equality when implementing learning strategies to improve critical thinking and metacognitive skills.

The suicide mortality rate per 100 000 population (SMRP) consistently decreased before the COVID-19 pandemic outbreak in Japan and then unexpectedly increased during the pandemic. However, the underlying mechanisms remain poorly understood. To identify trends in and factors associated with suicidal mortality and motives among students in Japan from 2007 to 2022. In this cross-sectional study, data on SMRPs among Japanese middle-school, high-school, and university students were obtained from the government suicide database Suicide Statistics of the National Police Agency. Age-dependent and temporal fluctuations in annual SMRPs, disaggregated by suicidal motive (7 categories and 52 subcategories), sex, and school, were analyzed using linear mixed-effect and joinpoint regression models, respectively. Total suicide numbers from 2007 to 2022 were as follows: 760 male middle-school students, 635 female middle-school students, 2376 male high-school students, 1566 female high-school students, 5179 male university students, and 1880 female university students. The mean (SD) student populations from 2007 to 2022 were as follows: 1 752 737 (81 334) male middle-school students, 1 675 572 (78 824) female middle-school students, 1 648 274 (67 520) male high-school students, 1 614 828 (60 032) female high-school students, 1 652 689 (32 724) male university students, and 1 229 142 (57 484) female university students. Among male students, the leading motives were school-related factors (underachievement and worrying about the future), followed by family-related and health-related motives. Among female students, school-related and family-related motives decreased, but health-related motives showed an age-dependent increase. The SMRPs of middle-school male students and female students were almost equal (mean [SD], 2.7 [1.0] vs 2.4 [1.4]), but the age-dependent increase in SMRPs among male students was pronounced (mean [SD], high-school vs university male students, 9.1 [2.4] vs 19.6 [3.0]; high-school vs university female students, 6.1 [2.4] vs 9.6 [1.8]). However, the incidence of suicide among high-school students associated with health-related motives was greater in female students. The majority of suicides associated with major impactable suicidal motives (school-related, health-related, and family-related motives) began increasing before the pandemic. Changes in SMRP associated with interpersonal relationships, such as conflict with classmates or parents, were not significant, but the rates increased greatly during the pandemic. School-related, health-related, and family-related problems were major motives, whereas the impacts of health-related and family-related motives increased and decreased with age, respectively. Notably, most SMRPs associated with major impactable motives (underachievement, conflict with a parent or classmate, and mental illnesses) had already begun increasing in the late 2010s, indicating that recent increasing SMRPs among school-aged individuals were associated with pandemic-related factors and other factors affecting this generation before the pandemic. It may be inappropriate to uniformly apply research findings based on school-aged individuals to school-based suicide prevention programs for students in middle school, high school, and university.

This study investigated the Saudi female EFL students’ perceptions of the effect of using ChatGPT on their vocabulary enrichment. Specifically, it explores their opinions regarding the effectiveness, advantages, and disadvantages of the utility of ChatGPT as a tool for vocabulary improvement. This study adopted a mixed-methods approach, combining quantitative data obtained from a questionnaire answered by 101 Saudi female EFL learners with qualitative insights gained by interviewing 13 of the participants who have been enrolled in Majmaah University. The findings of this study demonstrated that ChatGPT is advantageous when utilized for vocabulary building. Among the advantages reported by the participants was the ability of ChatGPT to provide accurate definitions, explanations, and examples. Moreover, the capability of ChatGPT to give contextual alternatives was considered useful for EFL students to allow them to select appropriate words for specific contexts. In addition, the interactive nature of ChatGPT enables users to be engaged in real-time practice opportunities and accordingly improve their vocabulary skills. Furthermore, ChatGPT allows EFL learners to expand their lexical repertoires by being exposed to unfamiliar words. However, disadvantages such as repetitive word suggestions, affordability issues, and occasional inaccuracies in ChatGPT’s responses were also indicated. This study contributes to the existing literature by exploring the effectiveness, advantages, and disadvantages of using ChatGPT for vocabulary enrichment based on EFL learners’ perceptions in the Saudi context. It gives insights into the advantages and disadvantages of ChatGPT as a tool to expand EFL students’ lexical repertoires, providing practical implications for EFL educators and learners.

Our aim was to investigate potential differences in mental health, self-rated health, risky sexual behaviour, alcohol use, and drug use between (1) Prospective exchange students and campus students separated by sex, and (2) male and female students as a group. Comparative cross-sectional design using an online survey containing the following instruments: Knowledge, Attitudes, and Sexual Behaviour in Young People in Sweden; Self-Rated Health Questionnaire; and General Health Questionnaire 12. One-hundred and fourteen prospective exchange students and 451 campus students participated in the study. Male prospective exchange students rated their mental health as being better and had used cannabis more often compared with female prospective exchange students. Male prospective exchange students also rated their mental health as being better than male campus students. Female students, in general, rated their mental health as worse than male students. A larger proportion of male prospective exchange students had sex together with alcohol compared with male campus students, and a larger proportion of female prospective exchange students had sex with a new partner and drank more alcohol compared to female campus students. The result shows that risky alcohol use and sexually risky behaviour is prominent amongst prospective exchange students. It is possible that they will continue, and even increase their risky behaviour whilst abroad as they find themselves in a new social context, and free from influence of the rules and restrictions that they might have at home. With limited knowledge of the local culture, native language, and in an unfamiliar environment, it is possible that the risks will be enhanced and possibly decrease their health. This highlights the need for proactive interventions, conceivably with some variations in content between sexes.

Objectives This study analyzes the relationship between work experience in school and job values of male and female college students. In particular, it is to confirm the effect of work experience on job value according to gender. Using the 2017~2020 Graduates Occupational Mobility Survey, let's analyze the consistent effect of college student's work experience in school on job value.
 Methods Using The Graduates Occupational Mobility Survey (GOMS) 2017-2020 and subjects of this surveys were 35,217 people who four-year male and female college students(8,933 people in 2017, 9,116 people in 2018, 9,350 people in 2019, and 7,824 people in 2020). A t-test was conducted to verify the change in job value according to the work experience in school of male and female college students. And Regression analysis was conducted to analyze the impact.
 Results The study results can be summarized as follows. First, it was found that male students' work experience and work experience related to their major consistently increased intrinsic job value and had a positive (+) effect. Second, it was found that female students' work experience related to their major consistently increased the intrinsic job value and had a positive (+) effect. On the other hand, it was analyzed that female students' work presence or absence of work experience consistently increases the external job value and has a positive (+) effect. Third, the consistent effect of the number of work experiences of unversity students was not confirmed. However, it was confirmed that there was no effect except for 2020.
 Conclusions The work experience in school of a male and female college students was identified as an important factor influencing job values. First, male and female college students should have work experience related to their major in order to increase their intrinsic job values. Second, it seems necessary to differentiate the career guidance of male and female students. Third, the number of work experiences in school should be selected and focused on meaningful work experiences rather than work experiences that do not help university students' career development. This result presents the direction of work experience in school for the development of job values of university students. And I think it will be helpful for the school and the government to establish policies on the work experience of university students.

Background: Sleep is an active, repetitive, and reversible behavior serving functions such as repair and growth, learning or memory consolidation, and restorative processes, which can occur throughout the brain and the body. Therefore, sleep deprivation would result in detrimental consequences of nervous system includes deficits in cognition such as vigilance, attention, memory, as well as complex real-world tasks and depression. Aims and Objectives: The aim of the study was to study the sleeping hours, stress levels, and academic performance among male and female medical students and to determine the correlation between sleeping hours and the student’s academic performance. Material and Methods: A total of 100 medical students (50 males and 50 females) studying the 2nd and 3rd year MBBS are enrolled in the survey. Closed-ended questionnaire was used as an instrument for this study. The questionnaire consists of three parts, i.e., general, stress scale, and study skill. In general part, data on student’s sleeping hours and academic achievements were collected. Student’s academic performance refers to the aggregate marks percentage that they attained in their university examination. Results: Most of the study population are average sleepers and all are in good health condition. We observed better academic performance in female students when compared to male students (76.06 ± 7.13 vs. 67.38 ± 3.44; P = 0.005). There is a significant positive correlation between sleeping hours and academic performance in female student (P < 0.0001). Female students with long sleeping hours were obtained better percentages in their academic results; in contrast, no significant relationship was observed between academic performance and sleeping hours in male students (P = 0.34). Conclusion: This study concludes that there is a significant positive linear relationship between sleeping hours and academic performance in female medical students while there is no such relationship in male medical students. A minimum of 7–8 h of sleep per day is suggestive to the students for memory and learning.

This study seeks the difference between female and male students' intrinsic and extrinsic motivation and attitudes toward using Classpoint in EFL learning. Applying quantitative research, 61 EFL high school students of Brawijaya Smart School participated in this research. The instrument used in this study was a questionnaire consisting of 21 items using a Likert-type scale—the chosen items comprised three topics (students' intrinsic and extrinsic motivation and attitudes toward the use of Classpoint). The data analysis uses SPSS 27 and t-test to seek the significance of the result of the present study. This research indicates that female students have a higher motivation rate and attitude toward using Classpoint in EFL classrooms and that students across genders significantly differ in their perception of intrinsic motivation and attitudes. It also showed that utilizing Classpoint augments intrinsic motivation better than extrinsic motivation. The result implies English teachers should motivate and encourage male students to participate in the learning process by providing fun activities and giving rewards.

To learn how children in rural schools in Nyando District, Kenya clean themselves after defecation. Six focus group discussions were held with boys and girls ages 12-15 in three rural schools in mid-2009. Parents were interviewed in one setting. In early 2010, a survey of head teachers was conducted in 114 schools in Nyanza Province, Kenya, to assess the provision of anal cleansing materials and handwashing water and soap in schools. Anal cleansing behaviour is linked with access to materials, age, social pressure, perceived personal risk of illness and emotional factors. Materials used for anal cleansing include schoolbook paper, leaves, grasses, stones, corncobs and one's own hands. Students have knowledge gaps in terms of personal hygiene. They were forthcoming with information on their anal cleansing practices. Almost no schools budgeted for or provided anal cleansing materials regularly. Anal cleansing is a necessary human activity. However, because of social taboos, there are few articles on the topic. School health plans overlook it as well. Researchers need to determine if and how current practices could harm child health to inform policy.

The study was performed to examine the health interest, dietary habits, and depression in male and female college students in Seoul and Gyeonggi-do area. The survey was conducted on 566 (269 males, 297 females) college students, aged 19∼29 years. The online and written data were analyzed by using the SPSS WIN 21.0 program. Body weight, height, and body mass index (BMI) were higher in male students than in female students. In the category of health interest, the average score and the score for ‘I arrange the menu for weight control’ was significantly higher in female students than in male students, whereas the score for ‘I tend to exercise everyday’ was significantly higher in male students than in female students. For nutritional supplements, the intake of sports drinks, protein beverages and powders, vitamin A, vitamin B complex and calcium supplements showed significant differences according to sex. An analysis of dietary habits showed that the frequency of intake of seaweed, greasy food, processed food, and water was significantly higher in male students than in female students, while the frequency of intake of fruits, sweet food, and dairy products was higher in female students than in male students. The score for depression was significantly higher in female students compared to male students. Dietary habits were divided into appropriate dietary habits and inappropriate dietary habits. Health interest showed a significant positive correlation with BMI and appropriate dietary habits in both male and female students. In female students, inappropriate dietary habits were positively correlated with depression and negatively correlated with health interests. This study thus provides information on health interests, dietary habits and depression in college students according to sex and suggests further research to improve dietary habits in male and female college students with higher levels of depression.