Bivariate Comparison of Gender and English Language Learning: A Meta-Analysis of the Empirical Literature
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Article Type:
Research/Original Article (دارای رتبه معتبر)
Abstract:
Objective
A meta-analysis of gender differences and English language learning literature until 2015 is conducted. The present study is an attempt to bring together evidence from a diverse field of methods for investigating gender differences in language processing.
Method
In total, 177 studies containing 289 independent gender outcomes were analyzed. Then, 263 effect sizes were calculated for females and 263 effect sizes were calculated for males. The Comprehensive Meta-Analysis (version 2.0) software was used to perform the statistical analyses.
Results
Overall results indicated an effect size of essentially zero on the measure of gender. The statistical analysis yielded a large effect size, but there was no significant difference between male and female learners. Moreover, the analysis of effect sizes for different measures of language ability showed almost all to be small in magnitude. In general, no significant heterogeneity was observed in each subset.
Conclusion
Gender differences in verbal abilities and functions related to language processing are not identifiable, if they exist, with the research methods used today. The implications of these findings are discussed, including their implications for theories of gender differences and their relation to the changing gender roles.
Language:
Persian
Published:
Biquarterly Journal of Cognitive Strategies in Learning, Volume:5 Issue: 9, 2018
Pages:
61 to 81
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