A Comparative Study of Male-Female Students' EFLclassroom Participation: With Special Reference to Four Non-Government Secondary Schools in Addis Ababa
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Date
2006-06
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Addis Ababa University
Abstract
The purpose of this study was to find out the level of Grade 11 male and female
students' participation during EFL classroom interactions in non-' government
secondary schools in Addis Ababa.
To this end, since the study u sed statistical data analysis, quantitative method
was employed. Four teachers and 160 students (90 male and 60 female) were
taken as samples of the study from four non- government secondary schools.
Two types of questionnaire (one for teachers and one for students) and slightly
modified Moskowitz's Foreign Language Interaction (FLint) Analysis System
were used in the data collection process so that points could be taken for male
and female students separately during EFL classroom interactions. The data
obtained using FLint was analyzed using a t-test statistical method.
Results of the data analysis indicated that students' talking to their teachers,
recelvmg teachers' help and feedback, being called upon by their teachers,
initiating and dominating participation during EFL classroom interactions
showed insignificant differen ces. However, teachers assigning students as
group leaders during group discu ssions, directing challenging questions and
giving praise/encouragement showed significant differences in relation to male
and female students' classroom participation.
On the basis of the findings, it is recommended that teachers should be given
the valuable courses on classroom interaction during their training so that they
can develop the necessary skills to encourage equal participation of students in
EFL classroom interactions. Continuous classroom observations by well-trained
professionals and peer observation within and/or among schools should be
done to help English language teachers share experiences and learn from each
other.
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Keywords
Comparative Study, Male-Female Students