Gender and Classroom Behavior: The Case of Iranian EFL Learners

Abstract

The most up to date research on gender factors influencing educational performance and behaviors illustrates that there are major differences in education participation, performance, and behaviors of different genders. Despite the increase in scholarship devoted to gender, the effect of gender on the learners’ classroom behavior has received relatively little attention. To this end, the present study attempted to investigate the effect of gender on the learners’ classroom behavior. Sixty English classes in different institutes in Kurdistan, Iran were recorded in order to examine the differences between the boys’ and girls’ classroom behavior, and also ten teachers who experienced teaching both boys and girls were asked to give their opinion about the learners’ behavior differences in the classroom. Results of the study identified several areas of differences between the boys and girls. Boys tend to be more active in the class by debating more and asking questions while girls tend to be less likely to voluntarily talk or ask questions. In the classroom, girls do all their homework because they want the teacher to like them. Boys need to find the homework assignment interesting and meaningful to them. Being aware of these differences can inform and direct what teachers do in the classroom, and help them to better meet the needs of the learners.