Female Learners Research Articles

Investigating secondary school learners’ academic achievement in physics in Uganda

This study examined secondary school learners' academic achievement in physics in the Wakiso district of Uganda. A cross-sectional correlational design was used with 217 participants. This comprised 121 male and 96 female learners from two government-aided secondary schools in Kira Municipality, Wakiso district. Data were collected using a Self-Administered Questionnaire (SAQ) and analysed using descriptive statistics such as percentages and mean scores. Analysis of Variance (ANOVA) and Pearson's linear correlation coefficient were applied for inferential statistics. The results show a positive relationship between learners' aptitude, learning environment, and academic achievement, while a negative relationship was between teachers' instruction and academic achievement in physics. These results have far-reaching implications for improving academic achievements in physics. The study recommended investing in a more friendly learning environment by upskilling in-service teachers through professional development programs to enhance their pedagogy and conduct parent meetings to sensitise them to create a conducive home learning environment.

A study of Yemeni EFL students' perceptions on the role of learning technologies in developing creativity and autonomy

PurposeThis study probed the impact of using learning technologies (LT) on developing Yemeni English as a foreign language (EFL) students' autonomy and creativity toward English language learning. Also, the research gauged if LT impacts learners' autonomy and creativity across gender and university-type variables.Design/methodology/approachThe study utilized a valid and reliable questionnaire, comprising 20 close-ended items, which was administered to 109 Yemeni EFL undergraduate students.FindingsThe researchers found that LT positively impacts learners' creativity and autonomy, with mean scores of 4.09 and 3.86, respectively. Furthermore, the results showed a medium correlation between creativity and autonomy with a correlation coefficient of r = 0.63 at a probability of Sig = 0.00. Likewise, the results revealed that LT impacted female learners' creativity more significantly than their male counterparts (Sig = 0.047). Nevertheless, no significant differences were found pertaining to the impact of LT on students' autonomy across public and private universities (Sig = 0.213).Social implicationsEFL teachers are advised to encourage their students' autonomy and creativity throughout their lifelong learning journey in order to adapt to the ever-changing demands of the world.Originality/valueThis study investigates the impact of learning technology on Yemeni EFL students' autonomy and creativity.

A CASE STUDY OF ARGUMENT PATTERNS IN JAPAN AND KOREAN EFL LEARNERS’ ARGUMENTATIVE ESSAY

Argumentation is crucial in education in activating students’ critical thinking and increasing their ability in thinking reflectively. TAP model as an integrated assessment framework could be used to measure their critical thinking. Thus, the aims of the study are (1) to identify the elements of the argument structures in the Japanese and Korean EFL learners’ argumentative essays, based on the (adapted) Toulmin model, (2) to evaluate the quality of the Japanese and Korean EFL learners’ argumentative writing based on the uses of the Toulmin Argument Pattern (TAP), and (3) to determine whether female and male learners have the same or different quality of argument pattern. A qualitative descriptive research design and a library research approach were carried out on this study to answer the research questions. Library research was used to collect sources and evaluate the sources taken from the ICNALE and sophisticated contrastive interlanguage analysis of Asian learners of English. The data sources were the Japanese and Korean EFL learners’ argumentative writing. Based on the quality of arguments, all students covered 1–4 levels. The highest was level 2, and the lowest was level 4. It tends to be the majority of students who are still in level 2. It needs practice to write argumentatively in order to shape the writing ability to organize a good surface structure and acceptable arguments.

ADHD learners as victims or survivors in L2 learning contexts: a case of application of dynamic assessment to selective attention and reading comprehension ability

With the growing concern for the issues and problems associated with static testing, dynamic assessment (DA) has been recently receiving increased attention as an alternative in educational settings. The present single case study attempted to investigate the potential of interactionist dynamic assessment in developing an Attention Deficit Hyperactivity Disorder (ADHD) L2 learner’s reading competence and selective attention. A 13-year-old female EFL learner with the combined type of ADHD voluntarily participated in this study. During the DA sessions, the learner read some short passages and answered the questions through mediations emerging from the interactions between the mediator and the learner. The qualitative analysis of DA protocols led to the development of an inventory of different forms of implicit and explicit mediations. Moreover, the quantitative analysis of the data showed that DA contributed to the learner’s reading comprehension and some congruent parameters of selective attention. The results of the present study call for teachers’, policymakers’, and material developers’ increasing attention to the mediations required to assist ADHD L2 learner’s independence from the mediator, which demonstrates self-regulation.

The Impact of Diffidence and Stereotypes on the Performance of Francophone Learners of English

The Impact of Diffidence and Stereotypes on the Performance of Francophone Learners of English

Exploring Motivation and Engagement: Sociocultural Influences on Saudi Female EFL Learners

The major theoretical works of Albert Bandura and Lev Vygotsky apply to this quantitative study on how female English as a Foreign Language (EFL) learners enrolled at a public university in Saudi Arabia respond to the sociocultural orientations influencing motivation and engagement in foreign language learning. By evaluating the peer-reviewed academic literature and accounting for evidence gaps in this research area, the study seeks to address how a small group comprised of the target population feels motivated and engaged with the EFL instructional content. The main results revealed that female EFL learners in Saudi Arabia prefer learning a second language in collaborative environments with peers. While these results provide empirical evidence that young women in Saudi Arabia have more opportunities to become proficient in L2 English and participate in the global economy, these results suggest that in Saudi Arabia, there are increasing opportunities for young learners to achieve proficiency in L2 English and engage in the global economy. Furthermore, the role of technological innovation in enhancing learner autonomy is noteworthy. Additionally, the prevailing sociocultural norms in Saudi Arabia influence the skill sets acquired by EFL learners. Future studies on how female EFL learners in Saudi Arabia respond to constructive emotional and intellectual challenges will help researchers close evidence gaps. The future research implications of this study are such that ongoing progress is possible despite the limitations.

Unlocking ESP Learners’ Leadership and Higher-Order Thinking Skills through Whatsapp Community of Practice

This study investigates the relationship between the WhatsApp group, an instant messenger application as a community of practice platform (knowledge management, regular interactions, ease of using technology, and sense of belonging) and English for Specific Purposes (ESP) learners’ leadership and higher-order thinking (HOT) skills. The current study also examines how participation in the community of practice through the WhatsApp group can enhance leadership and HOT skills for male and female learners. 197 ESP learners participated in the five-point Likert scale questionnaire. The SPSS-AMOS analysis showed that knowledge management, regular interaction, and a sense of belonging significantly enhance learners’ leadership and HOT skills. The results also showed that male learners increased their leadership skills while female learners excelled in the HOT skills by the WhatsApp community of practice. This study has significant educational implications, particularly in emphasizing essential measures when developing an ESP curriculum to prepare learners for their future careers

Gender differences in achievement, behavior, and STEM interest among learners using Minecraft

In this paper, we analyze how male and female learners differ in their in-game behaviors, knowledge assessment outcomes, and STEM interest using the What-If Hypothetical Implementations using Minecraft (WHIMC). We also investigate how male and female learners’ self-reported levels of frustration and boredom relate to these outcomes. We examine in-game data, out-of-game assessment data, self-reported frustration and boredom, and results of the STEM interest questionnaire (SIQ) from 175 Grade 8 learners from a school in the Philippines. We found that male learners tend to explore more than female learners. Both genders learn more through more exploration, making more observations, and completing tasks, but only female learners benefit from having more idle time. Male learners had a higher increase in STEM interest compared to female learners, while there is no significant difference in assessment scores between the genders. This study also found that boredom and frustration have a negative impact on academic outcomes, behavior, and STEM interest, especially among female learners. Bored female learners tend to do less well on post-game assessments, explore less, and make fewer observations. Frustrated female learners tend to not complete the task. Female learners who expressed frustration or boredom tend to have a decreased interest in SIQ in the Interest category after playing WHIMC.

The Impact of ChatGPT in Developing Saudi EFL Learners' Literature Appreciation

Teaching foreign language learners literature appreciation can be a tricky task as it follows from a deep and clear understanding of literature as the first step. This study examines whether and how an AI tool (ChatGPT) can contribute to the literature appreciation skills of EFL learners. The study was conducted with a sample of 28 female EFL learners at Prince Sattam Bin Abdelaziz University (PSBAU), Saudi Arabia in the first semester of 2023 spanning a ChatGPT- based intervention period of three weeks. Results indicated that learners’ literature appreciation scores improved from 17.96 before the intervention to 22.21 afterwards with a probability value which was a statistically significant change. The parameters on which the improvement was observed were the ability to identify and interpret literary themes, symbols, and character development using the chatbot. The study employed a unique method of gathering real-time experiential data from the participants by encouraging them to share their ChatGPT interaction experiences after each interventional session. The participants reported gains over conventional learning including cоntext and nuances, general language proficiency by helping with error correction, cohesion, and coherence, identifying themes, motifs, symbolism, and character development, exposure to world literatures, adjustment to learners’ proficiency levels, cultural and historical information, and freedom to ask questions. Based on these results, the study highly recommends the integration of ChatGPT into the EFL classroom but with appropriate investment in educating the learners on the ethics of AI use as was done by the researcher here.

Social identity and learning: Adult literacy program in India

The paper examines the effect of social identity on adult learning within a hierarchical social setting— an important yet often understudied issue for effective adult education. We leverage the random matching of students and teachers from a randomized controlled experiment in India, where illiterate adult female learners aged 18–45 were randomly assigned to a literacy program. We find a positive and significant impact of matching an upper caste teacher with a lower caste adult student on literacy scores. We also find suggestive evidence of an increase in students' confidence measures when matched with an upper caste teacher, indicating a plausible impact mechanism. Our findings highlight the need for future research on social identity and its influence on adult learning, particularly in countries with existing deep-rooted hierarchical social constructs.

It’s Tandem, not Tinder! Interrogating Authenticity and Trustworthiness of Language Exchange Applications in Adult Learners: A Central Asian and Middle Eastern Perspective

Language exchange is based on teaching (the native language) and learning (the foreign language) in tandem. There are numerous language exchange applications (LEAs) on smartphones that connect language exchange partners from all over the world. This study investigates the trustworthiness of these applications and whether they are genuinely used for exchanging the target language or used as a camouflage for finding friends and building relationships. The study was conducted using a case-study approach focusing on two identical language exchange applications. Research tools included questionnaires and observation. The participants were active LEA users and included male and female language learners. The empirical data collected from LEAs and the qualitative data analysis will first look into application authenticity, user honesty and the most common misuse of the LEAs. It then attempts to gauge users’ attitude towards LEAs. Finally, it puts forward some recommendations for implementing LEAs amongst application developers, educators and adult learners.

Studying the Impact of Cognitive Insight on Academic Achievement in Literacy Programs

Understanding cognizance is crucial; it highlights how individuals analyse and understand information. Meanwhile, adult learning and literacy are essential for personal and social development. This research aims to study the effect of cognizance on academic achievement among novice learners in literacy programs in Morocco. The research sample consisted of 560 male and female learners, using the cognizance scale for the novice learner. The results of the research revealed that there are statistically significant correlations between cognizance and academic achievement among novice learners in literacy programs. This result demonstrates that new learners in literacy programs have the ability to progress and learn independently, even when faced with new challenges while learning to read, write and in mathematics. They can deal with these challenges through self-representation, self-control, self-adaptation, and understanding their own abilities (cognizance). This research can contribute to improving education and developing educational programs to enhance cognizance and adult learning. It can also contribute to developing effective strategies to combat illiteracy and enhance comprehensive human understanding, strengthening society through increased knowledge and cultural awareness. KEYWORDS adult learning, academic performance, self-functioning competencies, self-representation, self-directed learning, self-regulation

AN INVESTIGATION OF GENDER DIFFERENCES AND SELF-EFFICACY IN WRITING PERFORMANCE AMONG COLLEGE EFL LEARNERS

This study was conducted to examine if gender and self-efficacy affected the writing performance of Indonesian EFL learners in college level. The research sample consisted of 150 students, comprising 67 males and 83 females. The sample was selected using convenience sampling technique, and all participants signed an informed consent form. This correlational study employed statistic analysis to determine the relationships among independent and dependent variables. Statistical analysis involved Pearson correlation test, independent t-test, and hierarchical multiple regression analysis. The results showed that writing performances of male and female groups were significantly different. However, the evidence strengthening the claim that male and female learners perform differently in terms of linguistic aspects of written outcomes was limited. Gender proceeded to explain considerable differences in writing performance, in addition to composition skills.

The Effect of Multimedia on L2 Idiom Learning: Using Instructional Humorous Videos with Saudi Female EFL Undergraduate Learners

Learning formulaic language, such as idioms, is considered one of the greatest difficulties encountered by EFL learners. The aim of the present study is twofold: first, to examine the effect of using humorous videos on learners’ ability to understand and remember English idioms; second, to investigate students’ attitudes towards learning idioms through humorous videos as a multimedia instructional method. The sample of this study consisted of 50 Saudi female EFL undergraduate learners in the English department at Imam Mohammad Ibn Saud Islamic University, Saudi Arabia. The participants were divided into two groups of 25 students; an experimental group and a control group. The data of the study was collected via three research instruments: pre-test, immediate and delayed post-tests, and an attitudinal questionnaire. A pre-test was given to both groups at the beginning of the study to ensure that they were equivalent. Proceeding this, the experimental group was instructed using humorous videos, while the control group was instructed in the traditional method. Finally, both groups underwent post-tests to measure the performance effects on two levels of idiomatic knowledge: recall and transfer. Results showed that there was a statistically significant difference between the performance of the experimental group and the control group; indicating a positive effect on the experimental group’s recall and transfer. Thus, the study concludes that the use of humorous videos appears to improve learners’ ability to understand and remember English idioms, in addition to indicating that learners hold a positive attitude towards learning idioms through humorous videos as a multimedia instructional method.

Female Learners' Language Anxiety in English Language Classroom at Tertiary Level in Bangladesh

Female Learners' Language Anxiety in English Language Classroom at Tertiary Level in Bangladesh

Gender-Based Utilization of Indirect Language Learning Strategies Among Non-Native Arabic Speakers at a Malaysian Public University

This quantitative study aims to investigate the indirect language learning strategies among non-native Arabic speakers employed by 116 Universiti Teknologi MARA (UiTM) students who have enrolled in the Arabic Language course for one semester in the year 2022. Data collection for this study utilized the Strategies Inventory of Language Learning (SILL) questionnaire, developed by Oxford in 1990. Descriptive statistics were employed to discern the preferred prevailing indirect language learning strategies favoured by male and female students in the Arabic Language course. Additionally, the independent sample t-test was applied to scrutinise potential significant differences in the utilization of indirect learning strategies between male and female learners. The study’s findings underscore the prevalence of metacognitive strategies as the predominant learning approach among these students, with affective strategies and social strategies following closely in popularity. Furthermore, the mean scores for indirect learning strategy variables among both male and female learners suggest that there are no noteworthy distinctions in the application of metacognitive, cognitive, and social learning strategies during their Arabic language learning journey. Hence, the study recommends that social learning strategies can be considered as part of improving the Arabic learning language process.

Emojis in EFL Communication: An Analysis оf the Language-Like Functions in Emoji Use by Saudi Female Learners

Emojis are fast becoming an integral part of communication and taking the shape of a ‘language’ in its own right. This raises pertinent questions as to the future look of formal digital communication and the purposes for which this visual input is used by EFL learners. This mixed methods study investigated what prompts female EFL learners at Qassim University to use emojis, the communicative functions they fulfill, and whether their use hinders or facilitates communication. A WhatsApp group was created. A total of 21 female students were added to the group. The researcher observed their chat for 4 weeks. An interview was also used to collect data on the purposes and functions of using emojis. Results indicate that there are nine broad functions that are fulfilled by emojis when used by EFL learners: expression of emotions, enhancing tone, visual quotient, regional variations, efficient communication, creativity, word substitution, peer prompt, and playfulness. Further, irrespective of the purpose of emoji use, the participants see it as an enhancement of their English communication on a formal platform, and that fears that visuals can fully replace the text for foreign language learners are totally unfounded. This study recommends the investigation of using emojis for developing students' autonomy.

THE EFFECT OF A MULTIDISCIPLINARY PSYCHOSOCIAL SUPPORT PROGRAMME ON THE RESILIENCE OF FEMALE ADOLESCENT RECIPIENTS IN JOHANNESBURG

The Ruth First Jeppe Memorial Trust (RFJM Trust) provides scholarships to deserving female secondary school learners in Johannesburg and offers a pilot multidisciplinary psychosocial support programme (MPSP) developed by a social worker to enhance their resilience and to facilitate the achievement of their potential. South African female adolescents are challenged daily by their social, economic, cultural, political and historical environments, which in combination threaten their development and functioning. Therefore, female adolescents require high levels of resilience to thrive. Through the pre-test/post-test measurement of the individual, relational and contextual protective resources of Grade 8 recipients of the RFJM Trust, a paired-samples t–test and correlation analysis determined that two aspects of the MPSP have moderate to large correlations with resilience. This quantitative, quasi-experimental, evaluative study will assist in improving the MPSP and contribute towards evidence-based practice in school social work. Keywords: evidence-based practice, female adolescents, resilience

Nigerian Open and Distance Learning Students and the Mandatory National Youth Service Corps (NYSC) Scheme

The principal means of accessing admission into higher educational institutions in Nigeria is the Unified Tertiary Matriculation Examination (UTME) carried out by the Joint Admission and Matriculation Board (JAMB). The total number of candidates looking for admission into the different Nigerian institutions of higher learning has been on the increase over the years. The main motivation behind setting up any Open Distance Learning (ODL) institutions in Nigeria is to give a scope of chance to admittance to advanced education to students who, for one explanation or the other, really like to have their schooling in a more adaptable way. Moreover, the low admission limit of Nigerian universities for full time studies places a limit on the number of prospective learners who can be admitted into universities thereby making a monstrous hole between the people who want higher education and the framework accessible to cater for their necessities. The National Youth Service Corps (NYSC) scheme is an obligatory programme set up by the Nigerian government to include graduates of Nigerian educational tertiary institutions who are 30 years and below with the aim of promoting national unity and integration as well as to contribute to the accelerated growth of the national economy. However, graduates of open and distance learning institutions in the country do not take part in the NYSC programme. An attempt is made in this paper to investigate the level of preparedness and interests of ODL students and their disappointment in their exclusion from the programme. To achieve this, a descriptive survey research design was adopted for the study with a random sample of 201 respondents comprising 114 male and 87 female distant learners within the stipulated age for the NYSC scheme. A researcher-developed questionnaire was used to gather data from respondents. Four research questions were raised and three hypotheses were tested at 0.05 level of significance. Data gathered were analyzed and presented using figures, simple percentages, frequency tables and the Independent T-test. The findings revealed that 98% of respondents believe that they are prepared for the NYSC scheme, while 2% of respondents are not prepared. 99% are interested and 97% are disappointed at their exclusion from the scheme. No significant gender difference was observed in the level of preparedness, extent of interest and degree of disappointment in exclusion from the scheme among respondents. The study recommends a collaborative effort of ODL institutions and their counselling units in addressing anxieties and disappointments among students. The study also advocates a review of government’s policy on the NYSC scheme for possible inclusion of young graduates of ODL institutions in the scheme.

Navigating Socio-Cultural Barriers: Challenges and Opportunities in English Language Learning among Bangladeshi Rural Students

This research examines the influence of socio-cultural impediments on the acquisition of the English language by rural learners in Bangladesh. Utilizing a mixed-methods framework that integrates quantitative surveys alongside qualitative interviews, the study identifies critical elements that obstruct English language proficiency, such as diminished motivation, insufficient educational resources, and prevalent negative attitudes within the community. The results indicate that numerous rural learners perceive English as irrelevant to their daily lives, resulting in a lack of engagement with language acquisition. Furthermore, evident gender disparities were identified, with female learners encountering distinct challenges that curtail their opportunities for English education. This research underscores the imperative for community involvement, culturally attuned pedagogical approaches, and targeted initiatives to mitigate these obstacles. By elucidating the socio-cultural milieu of rural education, this study aspires to guide policymakers and educators in devising effective strategies to bolster English language learning among rural students.