Feedback, Feedback literacy, Dialogic peer feedback, EFL learners, Learners feedback

Abstract

Gender is one of the factors that affects the process of communication among others. Presumably, the majority of EFL pupils at Biskra Middle Schools encounter difficulties in communicating with the opposite gender due to several reasons. This led many researchers to study this issue since it hinders the communication process for the majority of students. Therefore, the current study aims to investigate the effects of gender differences on EFL learners speaking skill at Yousef Al-Amoudi middle school. This study focuses on the struggles that students face in the process of communication with their opposite gender. Hence, the research questions address the differences in using the language while conversing with the opposite gender. Accordingly, two hypotheses were built the first suggests that male and female students of English speak language differently, while the second hypothesis states that if the gender affects the process of speaking then English beginner students as if middle school will face many difficulties in communicating with their opposite gender. The researcher opted for a mixed method approach in which two data collection methods were used a classroom observation analysis on the performance of four different level students (a group from each level of study). In addition, a questionnaire (40 students answered the survey 20 is male and 20 for females). The data analysis revealed that gender differences exist between male and female EFL learners and they affect their way of speaking and the process of communication, mainly in terms of vocabulary, type of language, colloquial and the use of non-verbal expressions. In short, the results confirmed both of the suggested hypotheses for this dissertation achieved the intended objectives of this study.