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dc.contributor.authorMathew, Priya
dc.contributor.authorJob, Liz Mundakkal
dc.contributor.authorAl Damen, Tareq
dc.contributor.authorIslam, Dr. Mohammad Rafiqul
dc.date.accessioned2017-04-25T07:01:05Z
dc.date.available2017-04-25T07:01:05Z
dc.date.issued2013-06
dc.identifier.citationMathew, P., Job, L. M., Al Damen, T., & Islam, M. R. (2013). An Arab EFL Context: Does Variance in Anxiety and Motivation across Gender Impact Language Attainment? CSCanada, Studies in Literature and Language, 6(03), 14–22. doi:10.3968/j.sll.1923156320130603.2551en_US
dc.identifier.issn1923-1563
dc.identifier.urihttp://hdl.handle.net/10361/8069
dc.descriptionThis article was published in the journal CSCanada, Studies in Literature and Language [© 2013 Canadian Academy of Oriental and Occidental Culture ] and the definite version is available at: 10.3968/j.sll.1923156320130603.2551en_US
dc.description.abstractThis study proposes to investigate whether mixed classes are a de-motivating influence and increase anxiety levels and causes variance in performance between males and females. The researchers’ observation and documentary evidence suggest that female learners outperformed their male counterparts in assessments and class participation. The main objective of this study was to identify factors which account for the disparity in gender performance, addressing three research questions: a) is there a correlation between gender and performance? b) Do levels of motivation and types of anxiety vary in males and females thus causing variance in language attainment in a co-educational Arab EFL context? c) Does effort work on the anxiety experienced by female students and make the latter beneficial? A questionnaire was administered to a stratified sample of 100 Arab EFL learners in the Foundation Programme at a private college in the Sultanate of Oman. Findings show that although males and females display equal amounts of anxiety and motivation, females still outperformed the males. This study identifies the factors responsible for this disparity.en_US
dc.language.isoenen_US
dc.publisher© 2013 Canadian Academy of Oriental and Occidental Cultureen_US
dc.relation.urihttp://www.cscanada.net/index.php/sll/article/viewFile/j.sll.1923156320130603.2551/4222
dc.subjectProficiencyen_US
dc.subjectAnxietyen_US
dc.subjectMotivationen_US
dc.subjectGenderen_US
dc.subjectArab EFL learnersen_US
dc.subjectSocio-culturalen_US
dc.titleAn Arab EFL context: does variance in anxiety and motivation across gender impact language attainment?en_US
dc.typeArticleen_US
dc.description.versionPublished
dc.contributor.departmentDepartment of Mathematics and Natural Sciences, BRAC University


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