The Impact of Gender Roles on Acquiring English Language among Yemeni EFL Tertiary Students

Alya Abdulaziz Abdullah  Taleb; Morshed  Al-Jaro; Yahya Ameen  Tayeb

doi:10.14456/bej.2025.11

Authors

Alya Abdulaziz Abdullah Taleb Universiti Sains Malaysia Alumni
Morshed Salim Al-Jaro Department of English, College of Women, Seiyun University, Yemen https://orcid.org/0000-0002-7755-1156
Yahya Ameen Tayeb College of Women, Seiyun University, Seiyun, Yemen https://orcid.org/0000-0002-3753-4183

DOI:

https://doi.org/10.14456/bej.2025.11

Keywords:

academic performance, acquisition, confidence, foreign language, gender, motivation, participation

Abstract

Gender is one of the important factors that affect foreign language acquisition (FLA). Consequently, gender differences are expected to influence the academic performance of both females and males. While previous studies explored gender and language learning globally, limited research has been conducted in the Yemeni context, particularly within public universities. This study addresses that gap and aims to investigate the impact of gender roles on acquiring a foreign language among EFL students at public universities in Yemen. It particularly investigates the extent of gender roles on foreign language acquisition, discovers the degree of gender differences in academic performance, and analyses additional factors that may influence gender differences in foreign language learning. The study adopts a quantitative research method by disseminating a comprehensive questionnaire designed to measure various aspects such as motivation, participation, confidence, and academic performance. The questionnaire was distributed to 31 teachers, and the data were analysed using descriptive and inferential statistical methods. The survey targets a representative sample of teachers from Departments of English, Colleges of Education and Colleges of Arts and Languages at some public universities in Yemen. The results reveal significant insights into the impact of gender on foreign language acquisition and academic performance. The study uncovers how gender roles influence motivation and engagement in language learning. Besides, it identifies any significant differences in academic outcomes between male and female students. These insights will be valuable for developing tailored educational strategies and interventions to support students more effectively.

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