Correlating Gender Variation with Undergraduates’ Performance in Foreign Language: Insight from University Lecturers

Abstract

The purpose of this study was to explore the views of university lecturers on the role gender variation plays in the performances of undergraduates in foreign languages. Additionally, this research analyzed the speaking and writing basic aspects of language proficiencies to determine where gender variation is more obvious. To achieve these goals, eighty-six (86) university lecturers were randomly selected for this study. Also, they were engaged in an online survey, wherein they shared their opinions about gender roles regarding undergraduates’ performance in foreign languages. Significantly, the data obtained from these stakeholders were presented and analyzed using a descriptive statistics method. Two hypotheses were drawn for this study; each representing the objectives of this research. The findings, which specifically answered the research hypothesis, accepted the fact that there is a correlation between speaking and writing proficiencies and gender variation.  Additionally, the result suggests that gender disparity is more obvious in speaking performance, and female students tend to possess this superior language performance in contrast to their male counterparts. To foster a more welcoming and balanced setting for acquiring a foreign language, this study recommends incorporating gender-sensitive pedagogical approaches in the development of general language proficiencies, to promote fair and impartial learning consequences in the domain of foreign language instruction.