The Effects of Gender and Genre on Language Learners’ Reading Comprehension Ability
Education Journal
Volume 3, Issue 5, September 2014, Pages: 266-271
Received: Aug. 12, 2014; Accepted: Aug. 21, 2014; Published: Aug. 30, 2014
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Mohammad Salehi, Languages and Linguistics Department, Sharif University of Technology, Tehran, Iran
Zahra Lari, Languages and Linguistics Department, Sharif University of Technology, Tehran, Iran
Atefeh Rezanejad, Department of Foreign Languages and Literature, Allameh Tabataba’i University, Tehran, Iran
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Reading is one of the most important skills that foreign language learners should know, and is affected by various non linguistic factors. The purpose of this study was to investigate the effects of gender and genre on text comprehension. To this end, three texts from different genres were selected and administered to thirty male and female EFL learners who were at intermediate level. The selected genres were labels and signs, informal letter and newspaper. After administering the reading tests, the participants’ mean scores were computed and the results showed that altogether females were better text comprehenders than males. To see the effect of gender on text comprehension a one way ANOVA was run and it was found that both male and female participants performed differently on various genres. Moreover, to investigate the effect of both gender and genre on participants’ text comprehension a two-way ANOVA was employed and the result showed they did not have any significant effect on text comprehension. The participants performed better on familiar genres regardless of their gender. These results have some implications for teachers. First, they should not rely on just text difficulty for choosing texts for reading courses. Next, they should provide male students with more practice in reading comprehension.
Reading Comprehension, Gender, Genre, Test Performance
To cite this article
Mohammad Salehi, Zahra Lari, Atefeh Rezanejad, The Effects of Gender and Genre on Language Learners’ Reading Comprehension Ability, Education Journal. Vol. 3, No. 5, 2014, pp. 266-271. doi: 10.11648/
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