The Influence of Gender on Omani College Students’ English Language Learning Strategies, Comprehension and Motivation

Azhaar Ambu Saidi, Rahma Al-Mahrooqi


Gender’s influence on education, especially on foreign language learning, cannot be denied. The current study investigates the effect of gender on English language learning among Omani higher education students. The results indicate that there are differences between males and females with regard to language learning strategies, language comprehension and language learning motivation. Additionally, a relatively large group of participants indicated that gender differences in English language learning cannot be attributed to social and cultural reasons as Omani society provides equal opportunities for both genders to learn English. Most of the study’s findings are consistent with previous findings, lending further support to the idea that there are differences between males and females in language learning.



Gender, learning strategies, comprehension, motivation

Full Text:



Al-Mahrooqi, R. & Sultana, T. (forthcoming). “Unheard Melodies’’ from behind the veil: Male and female Oman student responses to translated short stories by Arab women writers. English Language Teaching World Online (ELTwo).

Andreou, G., Vlachos, F., & Andreou, E. (2005). Affecting factors in second language learning. Journal of Psycholinguistic Research, 34, 429-438. doi: 10.1007/s10936-005-6202-0.

Aslan, O. (2009). The role of gender and language learning strategies in learning English (Master dissertation). Available from http:// /upload/ 12611098/index.pdf.

Bacon, S. M. (1992). The relationship between gender, comprehension, processing strategies, and cognitive and affective response in foreign language listening. The Modern Language Journal, 76, 160-178. Retrieved from on March 1, 2012.

Brantmeier, C. (2003). Does gender make a difference? Passage content and comprehension in second language reading. Reading in a Foreign Language, 15. Retrieved from on April 5 2012.

Catalan, R. M. J. (2003). Sex differences in L2 vocabulary learning strategies. International Journal of Applied Linguistics, 13, 54-77. doi: 10.1111/1473-4192.00037.

Chan, V., Spratt, M., & Humphreys, G. (2010). Autonomous language learning: Hong Kong tertiary students' attitudes and behaviours. Evaluation and Research in Education, 16, 1-18. Ido: 10.1080/09500790208667003.

Choi, N. (2004). Sex role grouping differences in specific, Academic, and general self-efficacy. The Journal of Psychology, 138, 149-159. Retrieve from

Glengerg, A. M., Webster, B. J., Mouilso, E., Havas, D., & Lindema, L. M. (2009). Gender, emotion, and the embodiment of language comprehension. The International Society for Research on Emotion, 1, 151-161. Ido: 10.1177/1754073908100440.

Kaiser, S. A. (2006). Gender differences in learning: Teachers' awareness and instructional practices (Master dissertation). Available from ProQuest Dissertation and theses database. (UMI 1434048).

Liyanage, I., & Bartlett, B. J. (2001). Gender and language learning strategies: Looking beyond the categories. The Language learning Journal, 1-17. doi: 10.1080/09571736.2011.574818.

Magogwe, J. M., & Oliver, R. (2007). The relationship between language learning strategies, proficiency, age and self-efficacy beliefs: A study of language learners in Botswana. System, 35, 338-352. Doi: 10.1016/j.system.2007.01.003.

Meece, J. L. , Glienke, B. B, & Burg, S. (2006). Gender and motivation. Journal of School Psychology, 44, 351-373. Ido: 10.1016/j.jsp.2006.04.004.

Mori, S., Gobel, P. (2006). Motivation and gender in the Japanese EFL classroom. System, 34, 194-210. Doi: 10.1016/j.system. 2005.11.002.

Ning, H., (2010). On gender difference in English language and its causes. Asian Social Science, 6, 126-130. Retrieved from

Payne, T. W. , & Lynn, R. (2011). Sex differences in second language comprehension. Personality and Individual Differences, 50, 434-436. Retrieved from http://

Pae, T. (2004). Gender effect on reading comprehension with Korean EFL learners. System, 32, 265-281. Doi:10.1016/j.system.2003.09.009.

Samida, D. K. (2004). Language learning strategies. Retrieved from on April 5, 2012.

Studenska, A. (2011). Educational level, gender and foreign language learning self-regulation difficulty. Procedia - Social and Behavioral Sciences, 29, 1349-1358. doi: 10.1016/j.sbspro.2011. 11.373.

Varol, B. & Yilmaz, S. (2010). Similarities and differences between female and male learners: Inside and outside class autonomous language learning activities. Procedia Social and Behavioral Science, 3, 237-244. ido: 10.1016/j.sbspro.2010.07.038

Wong, L. L. C., & Nunan, D. (2011). The learning styles and strategies of effective language learners. System, 39, 144-163. Doi: 10.1016/j.system.2011.05.004.

Yilmaz, C. (2010). The relationship between language learning strategies, gender, proficiency and self-efficacy beliefs: a study of ELT learners in Turkey. Procedia Social and Behavioral Sciences, 2, 682-687. Doi: 10.1016/j.sbspro.2010.03.084.

Ylviskaker, M. (2008, April). What is language comprehension? Retrieved from http://www.project; comprehension.html on March 1, 2012.

Yusuf, M. (2011). Investigating relationship between self-efficacy, achievement motivation and self-regulated learning strategies of undergraduate students: A study of integrated motivational models. Procedia Social and Behavioral Sciences, 15, 2614-2617. doi: 10.1016/j.sbspro.2011.04.156



  • There are currently no refbacks.

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2012-2022 (CC-BY) Australian International Academic Centre PTY.LTD

International Journal of Applied Linguistics and English Literature

To make sure that you can receive messages from us, please add the journal emails into your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.