The paper investigated the effects of gender on second language acquisition from a sociolinguistics theoretical framework and a postmodern feminist approach. The data was collected from sixty-nine EFL students at a private university from various departments on their English language skills performance based on four skills: listening, reading, writing, and speaking. The evaluation process of four skills followed the measurement criteria of the IELTS examination. The MNOVA results showed no significant difference between male and female students' English language skills in terms of all skills together and their individual English language skills. This research will contribute to present gender-based studies in Bangladesh as there is no work based on the sociolinguistics and feminist theoretical framework. Moreover, the results call for further research with more participants and research on the pronunciation, grammar, and vocabulary skills of EFL learners.
Laila Noor, University of Central Florida, United States
Suvrodeb Bepari, University of Liberal Arts Bangladesh (ULAB), Bangladesh
About the Presenter(s)
Laila Noor is a doctoral student of Education in TESOL and Graduate Teaching Assistant at the University of Central Florida, USA. She has eight years of teaching experience in Bangladesh and the USA. Her specialization is instructional technology.
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