The Collaborative Learning Strategy and Socio-Cultural Behaviours’ Impacts on Gender Differences in EFL Students’ Speaking Skills

Abstract

A complex interplay between gender and classroom communication exists, where both teacher’ input and expectations as well as student’ output and expression can be subtly influenced by underlying biases. Consequently, the present study aims to examine the impact of these gender disparities on learning in three distinct academic environments located in different regions, each characterised by unique social and cultural patterns. These areas include the northeast region, the internal eastern region and the south eastern region, specifically the Universities of Bejaia, Khenchela and Oued Souf, respectively. To achieve this aim, a comparative study is conducted through employing a mixed research method that places emphasis on the use of questionnaires, pre-observation, and observation variations to gather data. The findings of this study indicate that students at the University of Bejaia and the University of Khenchela tend to perform better academically and display a relatively acceptable level of participation within group work tasks when they are assigned to mixed-gender groups. Conversely, learners at the University of Oued Souf demonstrate a clear reluctance and apprehension towards working in mixed-gender groups, resulting in higher speaking abilities and more frequent contributions when they are grouped with individuals of the same gender. It is also worth mentioning that implementing certain types of tasks like group work at the University of Oued Souf can potentially demonstrate higher achievement rate within mixed-gender groups. Yet, the in-group quality and turn-taking distribution is more often doubtful. In short, social and cultural specificities ingrained in different regions acted as distinct filters, shaping the results in each target area and producing a diverse range of findings.