Unveiling gender differences: a semantic differential approach to studying mindsets in language learning

Abstract

ABSTRACT Studying language learning beliefs plays an important role in language learning research. The aim of our study was to reconstruct the system of meanings that underlie the gender differences in the beliefs about people involved in foreign language learning. In our study, we used the semantic differential to study beliefs about people involved in foreign language learning. The sample for the study consisted of 86 female and 76 male volunteer participants. Results show that the semantic spaces of beliefs about people involved in foreign language learning have the same dimension but significant differences in the content: the semantic space for males is based on the factors Trustworthiness, Openness to communication and new knowledge and Activity; for females – Evaluation, Diligence and Interpersonal communication. Significant shifts in beliefs about people involved in foreign language learning between females and males are in the factors Activity and Openness to communication and, to a much lesser extent, High emotionality – Emotional stability. According to the results of the study, we concluded that females had a more positive attitude towards people involved in foreign language learning. Additionally, it was concluded that females were more likely to have a growth language learning mindset.