The study of dropping out and its correlation with the absence and gender in UACECR English language learners [In Persian]

An important issue in learning a second language is to withdraw from learning the second language which affects directly the learning quality and arriving at educational objectives and its adverse consequences have been always aimed at language learners. Therefore, studying the effective factors in this social complex issue to take appropriate prohibitory strategies seems necessary. The statistical population of this study constitutes of 800 language learners of UACECR. The volume of the statistical sample was considered 261 persons using Morgan Table and with a 95% confidence coefficient. After arranging the statistical population based on the total score and given the provided categorization in this article, 261 statistical samples were selected with a simple random method from the first, third, and fourth quarters. The samples were composed of 12 to 18 years old boy and girl learners at the elementary level. The effect of the "gender" factor was studied in addition to the correlation between "absence" and "withdrawal of learning" factors. For this purpose, the samples were separated into two groups "the language learners with a total score higher than 90" and "the language learners with a total score lower than 80". The study's assumptions were studied using the chi-square test at SPSS V.24 software. The results of obtained data analysis indicated that the total absence coefficient of the boys is 123.2% which is 15.1% higher than the total girls. It is worth noting that girls in the diligent group absented 26.8% less, and the girls in the less diligent group absented 10.6% more compared to their boys' counterpart group. Meanwhile, the less diligent boys and girls absented 48% and 10.6% more compared to their same gender in the diligent group. The relative percentage indicated the learning withdrawal of the studied groups to the total complex. As indicated 19.95 of the girls in the studied population withdraw from learning the language in the next term of which 27.6% were related to the less diligent group and 47.4% were related to the diligent boys' group.  The coefficient of absence and learning withdrawal were significantly correlated with  0.048 and 0.011 respectively for diligent and less diligent groups at a 5% level. No significant correlation was seen among other variables at the 5% level. It can be also said that although according to structural strain theory, totally boys are more subjected to language learning withdrawal, this is completely reversed in the "less diligent" girl group. In other words, this group of girl language learners even withdraw more compared to their boy counterparts. Finally, it seems that the "absence" variable can be considered an appropriate factor to predict language learning withdrawal of English learners.