GENDER DIFFERENCES: ITS ASSOCIATION TO

ENGLISH LANGUAGE ACQUISITION

A Research Study
Presented To The Faculty Of
Northwestern Agusan Colleges

In Partial Fulfillment
Of The Subject
Language Research

RESEARCHERS:

Benolirao, Mardelyn B.
Conocido, Mary Grace J.
Loreto, Doris E.
Niyog, Angelica P.
Redoble, Jerwin N.
Soteliza, Cyra Grace F.

June 17 , 2024
 CHAPTER I

INTRODUCTION

This chapter includes the introduction, theoretical framework, conceptual framework,

statement of the problem, scope and limitation, , significance of the study and the definition of

terms used.

1. Background of the study

Language learning is a very complicated acquisition process. There are a great number of

factors affecting language learning, among which gender is a very crucial one that should not be

ignored. The gender difference in language learning, namely the difference between males and

females, influences the teaching and learning process (Huang, 2023). Language acquisition

provides a new window into the rich structure of the human language faculty and explains how it

develops in interaction with its environment and the rest of human cognition. This ability may be

aided by other kinds of extra-linguistic cognition, such as the perceptual capacities that shape

how sounds are perceived as language or the conceptual capacities that under-gird the meanings

of words and sentences (Lidz, 2018). This study aims to explore how gender differences affect

language learning and influence the teaching and learning process.

According to Simon (2021), in sociolinguistics, the use of language is different between

males and females in terms of the syntactic category, intonation, syntactic structure, and

conversational style. Variation in language use between men and women has been studied for a

long time, as gender plays a vital role in language acquisition regarding how we adopt and learn

language. In most societies, children spend most of their time with female caregivers, meaning
that the earliest form of language acquisition is adopted by a woman. Over the years, the theme

of men and women metaphorically "speaking different languages’" has become very common in

popular culture. The boys had limited interpretation but eagerly dominated the discussion.

Conversely, girls' comments demonstrated a more imaginative and deep level of thinking. There

are two main seemingly contradictory findings in studies observing phonological variation:

women adhere more easily to the standard than men and are simultaneously more willing to

make changes. In addition, they ought to be better learners of L2.

Language is a significant mode through which gender, a continuing social practice, is

ordained or created; gender is an act performed by individuals, partially with the help of

language choices, as compared to an entity that individuals are or have (Hassan, 2023). They

quote Eckert and McConnell (1992), who assert that the language used by females reveals

certain aspects of their gender, such as a female’s linguistic choices, have been believed to show

their traditionalism, status perception, uncertainty, reverence, nurture, emotional eloquence,

compassion for people around you, and solidarity. Men’s language, on the other hand, is

considered to demonstrate their roughness, which is an important factor in masculinity,

aggressiveness, freedom, capability, hierarchy, and power.

However, the impact of gender on language acquisition remains a topic of debate in the

field of second language acquisition. There is a lack of consensus in findings and discussions

regarding gender influence in SLA. While some works claim that women are marginalized and

negatively influence their second language acquisition, others argue that gender has no impact on

the process of language learning and second language acquisition and that gender plays no role

in the language acquisition process (Noor, L. Bepari, S. 2023).

 In this light, the researchers decided to conduct this study to investigate the correlation

between gender and English language acquisition among senior high school students at

Northwestern Agusan Colleges. Building upon existing sociolinguistics research that suggests

differences in language use between males and females, particularly in terms of syntactic

category, intonation, syntactic structure, and conversational style, the study aims to explore how

these linguistic variations may impact performances in English language proficiency and

acquisition inside the classroom setting. By examining gender differences in language

acquisition, the study seeks to contribute to understanding the role of gender in language learning

and the acquisition of the English language.

2. Theoretical Framework

This study is anchored on The Deficit Theory by Eller (1989), The Dominance Theory by

Pratto (1992), and The Difference Theory by Pilkington (1992). With these theories, the content

and aim of the study were explained in detail and in a specific context.

According to the Deficit Theory by Eller (1989), language of women is not good enough

as the language of men. So, women are considered to copy most of men’s language, while men

play important role in creating the language. As a result, women use the language by . As a

result, women use the language by imitating men’s language and by expressing the language that

is not as perfect as men.Eller argued that gender inequity that happened when women expressed

their language occurred because they were marginalized in their social life. They were hoped to

speak in certain ways according to their social level which is lower than men’s. Consequently,

the language expression of women was not as efficient as men’s (Rahmi, 2015).
 On the other context, Dominance Theory by Pratto (1992), considered that men and

women could express language differently because there was an inequity of power relations

between men and women. Men dominated the language because men had more power in politics

and culture in social life. Due to their power, men could have control over many aspects,

including language use. Nonetheless, some studies argued against this theory by mentioning that

the term of power in this theory is oversimplified. They argued that in a communication process,

the sex of communicant is less crucial than experience and social status. It means that women

can express language better if they have higher level status than men’s in society (Rahmi, 2015).

Another theory that would expound this study is the Difference theory of Pilkington

(1992). this theory there is a big difference between boys and girls because they were not

socialized similarly, they had different sociolinguistics subcultures which are called male

subcultures and female subcultures. In this theory, the place of women’s conversation was tried

to be taken back by feminist by arguing that the pattern of women’s speech was different from

men’s. Even women are considered to have some superiority in some certain linguistic domains.

However this theory was criticized by arguing that it just pay attention on women’s contributions

to the language, but it ignore the social reality that women and men are considered unequal.

With the help of Deficit Theory by Eller (1989), Dominance Theory by Pratto (1992),

and Difference Theory by Pilkington (1992), the researchers presented a concise explanation of

the relevance of this study and its importance and why we need to explore the relationship

between gender and language acquisition.

CONCEPTUAL FRAMEWORK
 Gender Differences in terms of; English Language
Acquisition of
1.1 Comfort Level (Learning HUMSS Students
Environment)
1.2 Perceived Gender Bias
(Stereotype from the School)
1.3 Gender representation in texts
1.4 Classroom Interaction
1.5 Perception of Gender
Stereotypes

Gender
 Male
 Female

Figure 1. The Conceptual Framework of the Study

3. Statement Of The Problem

The study aims to investigate the correlation between gender and language acquisition

among Senior High School students. To address this, the following specific inquiries will be

pursued:

1. What is the profile of respondent’s in terms of

1.1 Gender

A. Male

B. Female
2. What is the level of English language acquisition of HUMSS students based on their gender

differences in terms of:

2.1 Comfort Level (Learning Environment)

2.2 Perceived Gender Bias (Stereotype from the School)

2.3 Gender representation in texts

2.4 Classroom Interaction

2.5 Perception of Gender Stereotypes

3. What are the implications of gender differences on English Language Learning outcomes

within the educational context?

4. Is there a significant relationship between gender differences and English language

acquisition?

4.Scope and Limitation of the Study

The study was specifically focus on gender differences and its effect on the English

language acquisition of Humanities and Social Sciences students at Northwestern Agusan

Colleges, Second Semester, School Year 2023-2024. A survey questionnaire was given to the

respondents letting them to answer the survey questionnaires as a tool to collect the data needed.

Consisting of 30 males and 26 females a total of 56 respondents were part of the study, which

was exclusive to the Academic Track, Humanities and Social Sciences Strand, both Grade 11

and Grade 12 students. The researchers believed that with these respondents, valid and reliable

data was collected and analyzed, which answers the aimed of this study.

5. Significance of the Study

 The main objective of this study is to identify the relationship between gender and

learners' language learning and to identify any potential differences in how males and females

acquire their second language, English. Further, it would help teachers adjust their teaching

strategies to better meet the demands of each gender by identifying the differences in improving

learners' language learning outcomes in teaching English. Such studies can also provide insight

concerning the underlying gap in English language acquisition in terms of gender, and the

researchers believe that this study is beneficial to the following:

Students benefit from this study as it helps them identify and learn the English language.

It allows them to use more effective and personalized teaching strategies that improve

their language acquisition and academic performance.

Teachers this study can help them recognize if both males and females have different

preferences in learning English, so they can adjust their teaching methods accordingly to make

learning more effective for everyone.

School Administrators can benefit from this study by understanding any gender-specific

obstacles students face in English language learning, helping them create supportive

environments where all students, regardless of gender, can thrive academically.

6. Definition of Terms

To easily understand the purpose of this study, the researchers provided conceptual

meaning to the following terms:

Gender Differences refers to the classification as male or female of an individual, particularly a

Grade 11 and 12 HUMSS student at Northwestern Agusan Colleges.

Language acquisition refers to acquiring English as a second language in the learning process

of the Grade 11 and 12 HUMSS student at Northwestern Agusan Colleges.

Learning Environment refers to the setting of learning, where students learn in a specific places

such as classrooms, libraries, and computer labs.

Perceived Gender Bias from the School refers to the unfair treatment of males and females

because of their gender.

Gender Representation in Language Text refers of how males and females are shown in written

or spoken language materials, like books or what the teacher's say.

Classroom Interaction refers to how students and teachers interact inside the classrooms.

Perception of Gender Stereotypes refers to how students think and act like based on what they

see or hear around them.

 REVIEW OF RELATED LITERATURE

The difference in gender with respect to L2 learning has caught the attention of many

scholars in various disciplines such as anthropology, sociology, psychology amongst others. It is

in line with a study recently done by conducted by Stangeland, Lundetrae, and Reikerås

(2018) explore gender differences in early language proficiency and they found that

Children with high language scores participate more in language activities than children with

low language scores. Kuronen and Tergujeff (2018) investigate the L2 prosody development

which reveals that the development in learning Swedish tonal word accent 2 (H*LH) provides

other tonal developments towards native-like utterance intonation. According to Maulina, 2018

the majority of female students as the participant who took the role in this study did not

guarantee that female students were not more superior to male like gender differences in

language production.

On the other hand, organs responsible for visual and auditory functions in boys are

performance in second language (L2) at university level has been studied extensively. The large

volume of published research works in this area have focused on relationship between

standardise test score and self-report assessment of male and female learners. While study such

as Mohammad, Amirian, Alavi and Fidalgo (2014) adopted University of Tehran English

Proficiency Test to evaluate Iranian undergraduate students performance in English,

Motallebzadeh (2011) used Oxford placement test and IELTS test to measure English

proficiency. Even though, majority of these studies reported higher level of proficiency in L2

among female learners, the role of past language learning experience of the students such as the
effect of certain kind of immersion programme on both gender remain elusive.Based on Indian

educational system, immersion is classified into Early immersion students (students who start

learning English across the curriculum between class 1 and class 10, which comprises of both

primary and high school educations), Middle immersion students (students who begins learning

English in all subjects from class 11, which is the beginning of pre-university education) and Late

immersion students (students who starts learning English across all subjects from the first year of

their university education (Lasekan Olusiji, 2016).

The difference in gender with respect to L2 learning has caught the attention of many

scholars in various disciplines such as anthropology, sociology, psychology amongst others. From

the psychology stand point, female has greater mental ability to express language effectively than

male (Qian, 2015). Considering the neurobiological point of view, females’ better completion of

linguistic abilities task is tied to greater activity in brain areas responsible for language encoding

and deciphering information abstractly. On the other hand, organs responsible for visual and

auditory functions in boys are performance in second language (L2) at university level has been

studied extensively. The large volume of published research works in this area have focused on

relationship between standardise test score and self-report assessment of male and female learners.

All these different views have compelled scholars to probe the gender difference with

respect to second or foreign language in different context. Data from several sources show that

girls’ performance in language achievement is better than The biological hypothesis has been

rejected by numerous scholars in cognitive linguistics. The rejection is on the basis of the fact

that findings in sex difference with respect to L2 learning have not been consistent and relative

smallness of difference are reported (Eks trand, 1980). Moreover, there are empirical works that

showed that male is better in learning English than their female counterpart. For instance, in a
study conducted among ESL students in the USA, it is reported that men performs significantly

in test of academic lexicon than the women. Regarding listening skill, Morris (1998) reported

better performance among male students when compared to their female counterparts.

However, Hyde and Linn (1988) faulted publishing practice emanated in the 50s and 60s,

wh ich does not find any statistical difference in proficiency between both genders before

reaching conclusion. Therefore, Ekstrand (1980) concluded that male and female are alike; the

argument is that only behavioural difference between both genders can be explained from socio-

cultural stand point. Therefore, gender is a socio-cultural construct and it should be

contextualised in this manner. Even though findings in this area have been relatively consistent,

the result of most of the studies shows that female performance in L2 learning is better than their

male counterpart, however, there is still a need to examine the role gender play in learners

English proficiency with reference to different past years of studying in English across

curriculum among the unde rgraduate students in India.

Although a lot of studies reported that female learners' ability in mastering the second

language is better than that in male learners (Lasekan, 2018) and female students tend to be more

successful than male students (Hamsinah, 2017 ), adult female test takers face greater challenges

in dealing with EPT as they are normally multi-roles women i.e. working women, students,

wives, and even mothers with babies. Women are assumed in home making, care giving, and

subvervient roles Rahmi, 2015.

Probably boys may be expected to be more verbal and linguistically competent than girls.

The reason for such dissimilarities may perhaps be due to biological differences of areas of

language processing and learning style and maybe, also a result of societal pressure at an early

age. Lasekan, 2018 PhotoCoplan female students outscore male pupils in competency. His work
indicates that the higher ability recorded at female students is not merely a question of their brain

capacity to process the learning of languages better than males, but that positive attitude and

strong self-confidence play an important role in learning achievement across the sexes. .

More than this, their treatment of metaphor is assumed to be reliant upon their level of

proficiency Hoang, 2015; Galantomos, 2018. Hussey and Katz give indication, by the use of

slang at least, that men create more metaphors than women. It is here possible to hypothesize that

the degree to which both male and female L2 learners deal with metaphorical language

corresponds with specific variable differences Galantomos, 2018.

One such recent study from 2020 on gender differences vis-à-vis the acquisition of

English language is by Xiaohong Yang. The title of the study is "Gender Differences in English

Language Acquisition Among Chinese Students." It appeared in the Journal of Language

Teaching and Research, vol. 11, no. 3. The author has investigated how and to what extent

gender differentiation affects the learning of the English language amongst Chinese learners, and

it discusses several factors like motivation, learning strategies, and classroom participation. It

gives insights into possible differences in boys' and girls' approaches to learning English with

implications for more gender-sensitive teaching practices.

A major researcher who studied gender differences and the learning of the English

language in 2021 is Rezvani R. Together with Miri P., they tried to probe how gender,

nativeness, and topic will be determinant factors in perceptions about an instructor's credibility

and engagement among university students of English as a Second Language. Away from the

incidence above, another research relevant to the study by the researchers was able to identify

how foreign language class anxiety and gender can impact performance in the English-language

amongst Chinese EFL students.

 CHAPTER II

METHODOLOGY

This chapter presents the research methodologies used in the study. This includes the

research design, the research locale, the participants of the study, the instrument used, and the

data gathering procedure.

3.1 Research Design

This research aims to investigate the relationship between gender and language

acquisition among HUMSS students at Northwestern Agusan Colleges. The study is qualitative

research, utilizing an adaptive research tool to gather the needed data. This research design seeks

to provide insights into any potential gender-based differences in language acquisition,

contributing to our understanding of how gender may impact language development in

educational contexts.

3.2 Research Locale

The study was conducted at the Northwestern Agusan Colleges in Bayview Hill, Nasipit,

and Agusan del Norte during the school year 2023-2024. Northwestern Agusan Colleges (NAC),

previously known as Nasipit Institute (NI), was founded and established in 1997. The school

initially offered a secondary course and only admitted first- and second-year students. In 1968, it

offered a complete secondary course. The first batch of students who graduated from this edifice

was Batch 1969. Northwestern Agusan Colleges is located at Bayview Hill, Nasipit, Agusan del

Norte. Some of the prominent people in Nasipit established this institution. They are the board of
trustees and stockholders of what we know now as the NAC. They are the Noriega, Dompor,

Rotor, and Tupaz families.

Figure 2. The Location of the Study (Northwestern Agusan Colleges)

3.3 Participants Of The Study

The study included all 56 Grade 11 and 12 Humanities and Social Sciences Students

(HUMSS) from Northwestern Agusan Colleges, consisting of 30 males and 26 females. Student

consent was obtained from their advisors, and collaboration with teachers and school

administrators facilitated student access and the gathering of the data.

3.4 Sampling Design

The sampling design for this study employed a complete enumeration method to ensure

representation across genders and age groups among the senior high school HUMSS students.

This sampling strategy aims to minimize bias and maximize the validity of findings about gender

differences and their relationship to English language acquisition among HUMSS students.

3.5 Research Instrument

In this study, the researchers used an adaptive survey questionnaire about Influential

Factors for Gender Differences in L2 Learning by Hanghang Dong. The researchers believed that

with the help of this well-structured survey questionnaire, the gathered data would be a big help

to the relevance of this study in providing valid findings.

3.6 Data Gathering Method

To gather the data, the researchers first sent a letter of approval to the school principal of

Northwestern Agusan Colleges. After that, a consent letter addressed to the participants were

also made to ensure their unforced participation in the study. The next step was conducting the

survey, giving a little bit of orientation to the respondents about the study, and letting them

answer the survey questionnaires. After collecting the data, analyzing the responses is followed
to answer the statement of the problem of this study. A thorough analysis and interpretation of

the data were done to give a valid and concrete explanation of gender differences and their

relationship to the English language acquisition of HUMSS students.

3.7 Statistical Treatment

SCORING AND QUANTIFICATION OF DATA

To assess the learning styles of participants, researchers employed a Likert scale
questionnaire.The questionnaire consisted of 5 Indicators in which they will choose where they
were prefer in terms of Gender Stereotype.
Scale Range Categorical of Interpretation

Strongly Disagree 4.21 - 5.00 Very Low

Disagree 3.41 - 4.20 Low

Neutral 2.61 - 3.40 Moderate

Agree 1.81 - 2.60 High

Strongly Agree 1.00 - 1.80 Very High

Participant were instructed to select the response that best described their preference for each
indicator.

Correlation Value Interpretation

0.00 -+ 0.2 Negligible Association

+0.21 -+ 0.40 Slightly Associated

+0.41 -+ 0.70 Moderately Associated

+0.71 -+ 0.90 Highly Associated

 +0.91 -+ 0.99 Very High

R -+ 1.00 Perfect

Person’s r correlation table in measuring relationship of Gender Differences in its association to

English Language Acquisition.
 CHAPTER III

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter discusses the presentation, analysis, interpretation of data and gathered from the

participants responses. The data gathered was presented through tables to give a clear

explanation of the data.

Problem No. 1: What is the profile of respondent’s in terms of Gender

Table 1. Respondent’s Profile according to Gender

Gender No. of Respondents Rank Percentage

Male 30 1 54%

Female 26 2 46%

Total 56 100%

Table 1 presents the profile of the respondents in terms of their gender. There are 30 males

(54%) and 26 females (46%), totaling 56 respondents. Gender has been a factor in this study

because gender influences language acquisition due to differences in socialization, cultural

expectations, and potentially biological factors affecting how individuals are exposed to

language and develop communication skills. According to Joshi (2020), culture influences

individual thinking, language, communication, and behavior. individuals’ attitudes, emotions,

and behaviors, avers that people’s views are also influenced by the events that take place around

them and are shaped by the social context in which one is born and lives.
Problem No. 2: What is the level of English Language Acquisition in terms of Comfort
Level (Learning Environment), Perceived Gender Bias (Stereotype from the School),
Gender representation in texts, Classroom Interaction, Perception of Gender Stereotypes

Table 2. Comfort Level in Participating

Indicators Female Male

A. Comfort Level in
Weighted Verbal Weighted Verbal
Participating ( Learning
Mean Description Mean Description
Environment)

1. I feel comfortable 4.15 Agree 4.1 Agree

participating in class
discussion regardless of
my gender.

2. I believe both male and 4.42 Agree 4.13 Agree

female students have
equal opportunities to
express themselves in
language learning.

3. Gender does not affect 3.88 Agree 3.83 Agree

my willingness to speak
up in language-related
activities.

4. I think the classroom 4.34 Agree 3.66 Agree

environment encourages
all genders to contribute
to language learning
equally.

5. I am confident in my 3.76 Agree 3.7 Agree

ability to express myself
linguistically regardless
of gender stereotypes.

TOTAL WEIGHTED 4.11 Agree 3.88 Agree

MEAN
 Table 2 shows the comfort level of participation of both female and male students in the

class. The result shows that female participants with a mean of 4.11 and male participants with a

mean of 3.88 agreed that there are equal opportunities for both genders to learn the English

language in the class. They feel comfortable participating in class discussions regardless of

gender, and they believe in equal opportunities for expression. Both agreed that gender does not

significantly affect their willingness to speak up in language-related activities.

According to Smith et al. (2019), creating inclusive and supportive learning environments

positively correlates with increased participation among students, regardless of gender. However,

there are slight variations in perceptions between genders on certain aspects, such as the fact that

female students, on average, feel slightly more comfortable in the classroom environment and

express slightly higher confidence in overcoming gender stereotypes. On the other hand, male

students, on average, perceive slightly lower encouragement in the classroom environment. This

is also supported by the study conducted by Kao et al. (2018), which suggests females were

more confident than males and believed that they were capable of learning English well.

Despite these differences, both genders generally agree on the importance of gender-

neutral language learning environments and express overall agreement with the statements

provided
 Table 3. Perceived Gender Bias from the School

Indicators Female Male

B. Perceived Gender
Weighted Verbal Weighted Verbal
Bias from the School
Mean Description Mean Description

1. I receive fair and 3.69 Agree 4.13 Agree

unbiased feedback on my
language skills regardless
on my gender.

2. I believe male and 3.42 Neutral 3.87 Agree

female students are
equally praised for their
language proficiency.

3. Gender does not 3.50 Agree 4.03 Agree

influence the type of
feedback I receive from
teachers in language
classes.

4. I feel confident that my 3.42 Neutral 3.77 Agree

language abilities are
evaluated solely based on
merit, not gender.

5. I perceive no difference 3.65 Agree 3.63 Agree

in the way teachers correct
language mistakes based
on gender.

TOTAL WEIGHTED 3.54 Agree 3.89 Agree

MEAN

Table 3 shows the perceived gender bias in the school between females and males. The

result shows that females with a mean of 3.54 and males with a mean of 3.89 both agreed that
they received fair and unbiased feedback on their language skills, regardless of their gender.

They believe that their merit was given because of their performance, not based on their gender.

This implies that female and male students were equally praised regardless of their gender in the

class.

Based on the result, though both of them agreed that they don’t encounter biases inside

the classroom, the result shows slight differences in their responses based on the ranking of

indicators. Male respondents rank indicator no. 5 as last on the rank, which implies they perceive

differences in the way teachers correct their language mistakes. According to Menegatti (2024),

language subtly reproduces the societal asymmetries of status and power in favor of men, which

are attached to the corresponding social roles. Moreover, the hidden yet consensual norm

according to which the prototypical human being is male is embedded in the structure of many

languages. Grammatical and syntactical rules are built in such a way that feminine terms usually

derive from the corresponding masculine form. Similarly, masculine nouns and pronouns are

often used with a generic function to refer to both men and women.

Linguistic abstraction, thus, is a very subtle resource used to represent women in a less

favorable way and thus to enact gender discrimination without meaning to discriminate or even

be aware that this linguistic behavior has discriminatory results. In order to reduce gender bias, it

is necessary to change people’s linguistic habits by making them aware of the beneficial effects

of gender-fair expressions (Menegatti, 2024)

To sum it all up, gender bias must be corrected, and men and women must be taught

fairly for them to be able to know and correct themselves in grammar.

 Table 4. Gender Representation in Language Text

Indicators Female Male

C. Gender
Weighted Verbal Weighted Verbal
Representation in
Mean Description Mean Description
Language Text

1. I think the language 3.73 Agree 4.17 Agree

learning materials
represents both genders
equally.

2. I noticed a balance 3.65 Agree 4.03 Agree

portrayal of male and
female characters in
language textbooks.

3. Gender stereotypes are 3.04 Neutral 3.50 Agree

not reinforced through the
examples and scenarios in
language exercises.

4. I believe language 3.77 Agree 4.27 Agree

resources reflect diverse
gender identities and
experiences.

5. The language 3.77 Agree 3.90 Agree

curriculum promotes
inclusivity in terms of
gender representation.

TOTAL WEIGHTED 3.59 Agree 3.97 Agree

MEAN

Table 4 shows gender representation in the English text or learning materials. Both

genders agreed, with the female mean score of 3.59 and the male mean score of 3.97, that

language resources should reflect diverse gender identities and experiences. It emphasizes the
importance of equal representation of both males and females in textbooks since it communicates

the idea that both genders are equally significant and valued (Wang et al., 2023).

Based also on the result, female respondents were neutral with their choices in indicator

no. 3, and male respondents agreed that gender stereotypes are not reinforced through examples

and scenarios in language exercises. It implies that male respondents felt the need that the

language has a huge impact as a source or a tool for gender to be united in different texts or

genres as an avenue to gender equality.

In this sense, Aguilar (2021) stated that education, along with other agents such as

family, friends, and media, play an important role in addressing issues of inequality and gender

socialization processes. Textbooks can be one of the great influences contributing to cultural

prejudices and gender bias since exposure to textbooks and other learning materials may serve as

a powerful medium for nurturing young people into dominant patterns of gender relations and

gendered behaviors that can perpetuate in adult life. Therefore, it is vital to produce and maintain

gender-balanced textbooks for all ages, especially among young learners who are still rapidly

developing their understanding of the world, including gender roles.

 Table 5. Classroom Interaction

Indicators Female Male

D. Classroom
Weighte Verbal Weighte Verbal
Interaction
d Mean Description d Mean Description

1. Both male and female 3.54 Agree 4.23 Agree

students actively
participate in group
discussions in language
classes.

2. I feel the teachers 3.73 Agree 4.20 Agree

equally call on male and
female students during
language lessons.

3. Gender does not 3.58 Agree 4.53 Strong Agree

influence who takes
leadership roles in
language group activities.

4. I perceive an equal 4.46 Agree 3.83 Agree

distribution of speaking
opportunities among
genders in language
classes.

5. The classroom 3.42 Neutral 3.53 Agree

environment fosters
collaboration and
communication among
all genders.

TOTAL WEIGHTED 3.75 Agree 4.07 Agree

MEAN

Table 5 presents the classroom interaction between males and females. The result shows

that females with a mean score of 3.75 and males with a mean score of 4.07 agreed on the idea
that gender does not influence the idea of leadership in the class, both genders have equal class

participation, and each has been given the chance to speak the English language.

However, the result also shows that both genders have the same ranking of indicator no.

5, which has the lowest rank, or rank 5, that classroom environments foster collaboration and

communication among all genders. Female participants are neutral with the idea, and male

participants agree with it. This implies that though everyone has the chance to speak during

lessons or activities that involve collaboration and communication, each gender may not be

united, or females may prefer to be grouped according to their gender.

Gender-based group work is one of the most discussed topics in education. (Yang et al.,

2022) stated the importance of group composition in group discussion design, for example, by

how group familiarity can increase social connectedness. Other studies have shown the

prevalence of inequalities in participation between men and women in various fields (Aguillon et

al., 2020). Men reported that they identified less strongly than women with their gender than

men. These reactions imply that stereotype threats or the fear of confirming an unfavorable

stereotype about one's social identity group in competitive and evaluative circumstances may

affect women more frequently than men. The motives, influences, attitudes, and learning

outcomes that influence them, as well as the ways of gender disparities in the learning process,

particularly while learning English as a Foreign Language, are present.

When choosing their group members, students have tendencies which are largely

influenced by their genders and beliefs. D. Hooks (2020) presented that among the qualities and

behaviors that encourage a student to join a group are social abilities, the capacity for sharing

ideas, a high level of academic achievement, and a sense of humor. Other indicators that make
students feel unwelcome are poor behavior such as dominance. Those aspects could build a

certain stereotype across genders in the classroom based on what they knew from society a long

time ago.

Table 6
Perception of Gender Stereotypes

Indicators Female Male

E. Perception of Gender
Weighted Verbal Weighted Verbal
Stereotypes
Mean Description Mean Description

1, I believe language 3.65 Agree 3.67 Agree

learning is not associated
with specific gender
traits.

2. Gender stereotypes do 3.15 Neutral 3.83 Agree

not affect my confidence
in learning languages.

3. I feel supported in 3.69 Agree 4.20 Agree

challenging traditional
gender roles through
language education.

4. Language learning 3.08 Neutral 3.20 Agree

encourages me to
embrace diverse gender
perspectives.

5. I perceive language 4.08 Agree 4.10 Agree

acquisition as a field
where all gender can
excel equally.

TOTAL WEIGHTED 3.53 Agree 3.80 Agree

MEAN
 Table 6 presents the perception of gender stereotypes in the acquisition of the English

language. The result shows that both agreed with the female mean score of 3.53 and the male

mean score of 3.80 on the idea that language is a field where everyone must excel equally.

Participants believe that learning the language shouldn't be associated with gender, and gender

stereotyping doesn’t affect their confidence.

Based also on the result, both rank indicator 5 as last in the rank which states that

language learning encourages me to embrace diverse gender perspectives. In this result, it

implies that though they embrace diverse gender perspectives but still they believe that there is

also a huge gap between male and female perspective in the english language acquisition.

Gender stereotypes can influence learners' attitudes toward language learning, interest

and motivation levels, active engagement in the learning process, and ultimate academic

achievement (Kutuk et al., (2022). However, the influence of gender stereotypes on language

learners is multifaceted and varied as it manifests itself in unique ways among individuals, both

within and across genders. Gender stereotypes played a big part in causing gender discrepancy

in education, which affected its manifestation in the classroom. Students' academic success,

professional aspirations, and commitment in the classroom all reflect this (Sekhar &

Parameswari, 2020). This also refers to the decision-making process of choosing group members

could be influenced by gender stereotypes.

According to Hassel et.al (2024), in society, there are status differences between groups.

Historically men have had higher status and greater access to resources and positions of power

than women. While the past century has shown significant progress toward gender equality,

substantial inequalities remain.

Problem No. 3: What are the implications of gender differences on English Language
Learning outcomes within the educational context?

Based on the data shown in Problem No. 2 of this study, the results implied that societal

norms and expectations can shape attitudes toward language learning, potentially affecting

motivation, participation, and perceived proficiency. Recognizing and addressing these

influences can promote equity and inclusivity in the classroom. According to Chen and Lu

(2021), cultural expectations significantly influence language learning outcomes, with females in

certain cultures being more encouraged to pursue language studies than males. This cultural

emphasis leads to higher proficiency levels among female learners in these contexts.

Self-confidence and participation in gender stereotypes may affect students' confidence

levels in language learning. For instance, females may feel more comfortable participating in

language activities, while males may be more hesitant, fearing embarrassment or ridicule. Smith

and Garcia (2019) demonstrated that gender stereotypes impact self-confidence in language

learning. Feedback and Assessment According to Miller et al. (2018), gender-sensitive feedback

and assessment practices are crucial for equitable language learning outcomes.

Another implication that was analyzed in the study is that effective teaching strategies

may vary based on gender preferences, learning styles, and communication patterns.

Implementing diverse instructional methods can accommodate these differences and enhance

overall learning experiences. According to Kelly et al. (2021), pedagogical approaches showed a

favorable trend toward male students. Kelly’s research indicated that teacher perceptions and

instructional methods can play a significant role in this dynamic, with some pedagogical

strategies being more effective in engaging male students due to differences in learning styles

and classroom interactions.

 Language use and communication patterns in both males and females may exhibit

different communication styles, which can affect language learning. For example, females may

be more inclined towards collaborative learning and discussion, while males may prefer

competitive or individualistic approaches (Johnson & Wang, 2023). Peer interaction, according

to Pomerantz and Raby (2018), indicates that peer dynamics in the classroom can be influenced

by gender stereotypes, affecting group work and peer interactions. The study reveals that

gendered expectations can shape how students collaborate and communicate, impacting their

opportunities for practicing and improving their English language skills.

Lastly, according to Zittleman (2021), teacher bias in the classroom can significantly

influence student outcomes, with teachers often providing more encouragement and

opportunities to male students than female students. This bias can hinder female students'

language learning progress, as they may receive less feedback and fewer opportunities for active

participation.
Problem No. 4. Is there a significant relationship between gender differences and
English language acquisition?

Table 7

Case Processing Summary

Cases

Valid Missing Total

N Percent N Percent N Percent

Sex* stereotype 56 100% 0 0% 56 100%

Sex* Stereotype Crosstabulation

Stereotype

Classroom Comfort Level Gender Perceived Perception of

Interaction in Participating Representation Gender Biased Gender

Total
in Language from the Stereotype

Text School

Sex Female 5 10 3 2 6 26

Male 12 10 4 3 1 30

Total 17 20 7 5 7 56
 Chi- Square Tests

Value df Asymp. Sig. (2- sided)

Person Chi-Square 6.544= 4 .162

Likelihood Ratio 6.991 4 .136

N of Valid Cases 56

A. 6 cells (60.0%) have expected count less than 5. the minimum expected count is 2.32.

Since the 60% of the expected value is less than 5 we used the likelihood value in which the p

value is .136 which is greater our alpha level of 0.05 hence we will not reject the null hypothesis.

Symmetric Measures

Value Asymp. Sig. ( 2- sided)

Nominal by Nominal Phi 342 .162

Cramer’s V 342 .162

N of Valid Cases 56

Gender* Stereotype Crosstabulation

Stereotype

Classroom Comfort Level Gender Perceived Perception Total

Interaction in Participating Representatio Gender Biased of Gender
n of Language from the School Stereotype
Text
GenderFemale
Count 5 10 3 2 6 26
Expecte
d Count
7.9 9.3 3.2 2.3 3.2 26.0

Male Count 12 10 4 3 1 30
Expected Count 9.1 10.7 3.8 2.7 3.8 30.0

This part present the contingency table of observed and expected value. The count is the

observed value like 5, 10, 3, 2, 6 of female and 12, 10, 4, 3,1 of male which means that 5 out of

26 preferred classroom interaction for female and 12 out of 30 preferred classroom for male.

In terms of classroom interaction, females have fewer counts than expected, while males have

more counts than expected. This suggest that males are more likely to prefer classroom

interaction compared to females. In comfort level in participating and genderrepresentation of

language text, both genders are close to their expected counts, suggesting no strong preference or

deviation in these categories. Also the result of perceived gender bias from the school, both

genders counts are close to their expected values, indicating no significant deviation. In terms of

Perception of gender stereotype, females have a significantly higher count than expected, while

males have a lower count ha expected. This suggest that females perceive gender stereotypes

more strongly compared to males.

 CHAPTER IV

SUMMARY, CONCLUSION AND RECOMMENDATIONS

Summary

This study is a qualitative research study that focuses on the relationship between gender

differences and English language acquisition in senior high school students at Northwestern

Agusan Colleges, with Grade 11 and Grade 12 Humanities and Social Sciences students as the

participants. The study considers the following factors of gender-related issues and how they

affect English language acquisition: classroom interactions, perceived gender bias, comfort level

in the learning environment, classroom interaction, and gender representation in texts. Based on

the results, there is a significant relationship between gender differences and the acquisition of

English as a second language. The result also shows that regardless of the following factors that

may affect gender stereotypes inside the classroom setting, it doesn’t affect the communication

style or relationship between males and females in the learning environment, and it doesn't

become a barrier or gap in acquiring the English language. Furthermore, the study is anticipated

to offer guidance to educators, school officials, and students on how to enhance language

learning methods and establish welcoming environments for all learners.

Conclusion

Based on the analysis and results of the data gathered from the respondents, the

researchers have come up with the following conclusions:

 Gender-related factors have a big influence on language learning results. These factors

include perceived gender bias, classroom interactions, comfort level in the learning environment,

and gender representation in texts. They could address how important it is to deal with these

problems to build a more welcoming and encouraging learning environment.

The information gathered from the 56 participants provided insightful information about

the relationship between gender differences and English language acquisition. Respondents

stated that they feel comfortable participating in class discussions regardless of gender, they

believe in equal opportunities for expression, they received fair and unbiased feedback on their

language skills regardless of their gender, they believe that their merit was given because of their

performance, not based on their gender, and that language resources should reflect diverse

gender identities and experiences. They also added that gender does not influence the idea of

leadership in the class; both genders have equal class participation, and each has been given the

chance to speak the English language. Participants believe that learning the language shouldn't be

associated with gender, and gender stereotyping doesn’t affect their confidence.

The result of the study will provide educators, administrators, and students with insight

into how important it is for teachers to use inclusive teaching methods, establish welcoming

spaces that tackle barriers linked to gender, and design individualized lesson plans for language

learners. They could also stress how important it is for parents and students to get involved in

fostering an inclusive learning environment. The results implied that societal norms and

expectations can shape attitudes toward language learning, potentially affecting motivation,

participation, and perceived proficiency. Further, effective teaching strategies may vary based on

gender preferences, learning styles, and communication patterns.

 Based on the result, there is a high relationship between gender differences and English

language acquisition in learning in terms of the following factors: classroom interactions,

perceived gender bias, comfort level in the learning environment, classroom interaction, and

gender representation in texts. These factors will help the teachers and learners adjust to their

needs based on the result and provide an avenue to acquire the English language that is fair and

without stereotypes.

Recommendations

Based on the nature and focus of the study on gender differences and English language

acquisition among Humanities and Social Sciences students at Northwestern Agusan Colleges,

the following recommendations can be made:

1. Teachers: the findings will enable teachers to understand how gender differences can

result in language learning implications and how they can adjust their strategies to serve the

different needs of both male and female students in language acquisition of English.

2. School administrators: can use these insights to create policies and practices that

give every student an equal opportunity to excel in learning and communicating in English.

3. Curriculum Developers: by incorporating these recommendations, curriculum

developers can make English language instruction more effective for both male and female

students.

4. Future Researchers: who are interested in similar topics or want to carry the findings

further—the recommendations could serve as the base material to find evidence.

 5. Students and Parents: this information enables the students and parents to understand

the nature of personalized learning models and support perspectives in the learning of the

English language.

The study's recommendations can benefit a wide range of stakeholders involved in

English language education, providing insights and strategies to improve language learning

outcomes for all students, regardless of gender.

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