Gender differences in classroom interactions and preferences

Abstract

The purpose of this study is to investigate gender differences in classroom interactions and preferences by analysing data collected by a questionnaire, observations and interviews. The data were collected focussing on male and female attitudes towards the teacher’s gender, teacher’s body language, the task partner’s gender, in the tasks, learning about English culture, and in addition to the gender differences in topic preferences. Forty-seven international students in the UK participated in the research, 26 females and 21 males who were studying on a pre-sessional course in the Language Academy. The study found differences in the participants’ interaction patterns and preferences.

The purpose of this study is to investigate gender differences in classroom interactions and preferences by analysing data collected by a questionnaire, observations and interviews. The data were collected focussing on male and female attitudes towards the teacher’s gender, teacher’s body language, the task partner’s gender, in the tasks, learning about English culture, and in addition to the gender differences in topic preferences. Forty-seven international students in the UK participated in the research, 26 females and 21 males who were studying on a pre-sessional course in the Language Academy. The study found differences in the participants’ interaction patterns and preferences.