SavedAdd your journal

Journals / The Journal of Language Learning and Teaching / 2014 / Cilt: 4 - Sayı: 2

Gender Differences in Item Format and Skill Area: Some Evidence from an EFL Achievement Test

Ayşe ENGİN
Deniz ORTAÇTEPE
Pages
48–62
Publication Date
2016-07-14
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Possible reasons behind these differences between males and females’ scores can benefit future researchers, language teachers, and administrators in terms of theoretical and practical perspectives.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The present study investigated the extent to which male and female language learners’ scores on achievement tests vary according to item format and skill areas.
📊
Key Findings & Data:The statistical analysis of data from one achievement test administered to 303 pre-intermediate level students indicated that males and females’ scores showed differences in both item format and skill areas.
💡
Conclusion & Impact:Possible reasons behind these differences between males and females’ scores can benefit future researchers, language teachers, and administrators in terms of theoretical and practical perspectives.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:gender differences · item format · skill areas

Abstract

The present study investigated the extent to which male and female language learners’ scores on achievement tests vary according to item format and skill areas. The statistical analysis of data from one achievement test administered to 303 pre-intermediate level students indicated that males and females’ scores showed differences in both item format and skill areas. While females outperformed males significantly with ‘find the correct form’ and ‘paragraph writing’ questions, males did not show any superiority in any item format. Females also outperformed males in three skill areas; ‘writing’ ‘grammar’ and ‘vocabulary’ while males scored higher only in ‘listening’. Possible reasons behind these differences between males and females’ scores can benefit future researchers, language teachers, and administrators in terms of theoretical and practical perspectives.

🔖

Cite This Article

ENGİN, A., ORTAÇTEPE, D. (2016). Gender Differences in Item Format and Skill Area: Some Evidence from an EFL Achievement Test. The Journal of Language Learning and Teaching, Cilt: 4 - Sayı: 2, 48–62. https://ajindex.com/articles/137732

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (17)

  1. Modern Language Journal, 76(2), 160-176
  2. Bacon, S. M. (1993). The relationship between gender, comprehension, processing strategies and cognitive and affective response in foreign language listening. Modern Language Journal, 76, 160-178.
  3. Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior, vol. 4, pp. 71-81). New York: Academic Press. (Reprinted in H. Friedman [Ed.], Encyclopedia of mental health. San Diego: Academic Press, 1998).
  4. Bensoussan, M. & Zeidner, M. (1989). Anxiety and achievement in a multicultural situation: the oral testing of advanced English reading comprehension. Assessment and Evaluation in Higher Education, 14(1), 40-54.
  5. Boyle, J. P. (1987). Sex differences in listening vocabulary. Language Learning, 37, 3273-3284.
  6. Catalan, R. M. J. (2003). Sex differences in L2 vocabulary learning strategies. International Journal of Applied Linguistics. 13(1), 54-77.
  7. Daly, J. A. & Miller, M. D. (1975). Apprehension of writing as a predictor of message intensity. Journal of Psychology,, 175–177.
  8. Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge: Cambridge University Press.
  9. Ehrman, M. E. & Oxford, L. R. (1995). Cognition plus: Correlates of language learning success. Modern Language Journal, 79(1), 67-89.
  10. Eisenstein, M. (1982). A study of social variation in adult second language acquisition. Language Learning, 32, 367-391.
  11. Eccles, J. S., Wigfield, A., Flanagan, C., Miller, C., Reuman, D., & Yee, D. (1989). Self-concepts, domain values, and self-esteem. Relations and changes in early adolescence. Journal of Personality, 57, 283-310.
  12. Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University Press.
  13. Farhady, H. (1982). Measures of language proficiency from the learner’s perspective. TESOL Quarterly, 16, 43-59.
  14. Feyten, C. M. (1991). The power of listening ability: An overlooked dimension in language acquisition. Modern Language Journal, 75, 173-180.
  15. Fulcher, G. & Davidson, F. (2007). Language testing and assessment. New York: Routledge. Genesee, F. (1976). The role of intelligence in second language learning. Language Learning, 26(2), 267-280.
  16. Gipps, C. & Murphy, P. (1994). A fair test? Assessment, achievement and equity. Buckingham: Open University Press.
  17. Graham, S. (1997). Effective language learning: positive strategies for advanced level language learning. Clevedon: Multilingual Matters. Gu, Y. & Johnson, R. K. (1996). Vocabulary learning strategies and l