EFL Learners’ Gender Differences in Learning Situation Attitude, Writing Self-Regulation, and Task Achievement

The need to build language research on the socio-psychological plane on which attitude and behavior are tessellated is per se much felt. This cross-sectional quantitative study attempted to explore whether there are gender differences in attitudes toward the learning situation for writing self-regulation and task achievements of Iranian EFL learners. Data were quantitatively collected in a dual-phase process in the classroom in which the participants wrote an essay and whereupon promptly filled out the self-report surveys. An independent sample t-test was used for data analysis to ascertain the possible differences in Iranian EFL university learners. The findings showed that there was no mean difference in learners on self-efficacy, cognitive, meta-cognitive, and motivational strategies across genders. No significant mean difference was evidenced between both genders regarding their attitudes toward their teachers, likewise. However, this study denoted significant differences in attitudes toward writing courses, task achievement, and help-seeking of female and male students. Results are accompanied by pedagogical implications and applications for advancing EFL programs in domain-specific tasks of academic writing.

کلیدواژه ها:

learning situation attitude ، Gender ، task achievement ، Writing Self-regulation