Scurtinizing The Role Of Gender In Efl Learners' Speaking Fluency

Résumé: This study is an attempt to describe the relationship between gender and EFL learners' speaking fluency. It aims at providing some insights into the roles gender can play in the attainment of speaking proficiency, with an understanding of how it manifests in the classrooms among teachers and learners. We have five research questions serving as the landmarks of the study. We worked with 20 students (10 males and 10 females) from third year english LMD, aging from 20 to 24 years old, and 6 Oral teachers (3 males and 3 females), all of whom were between 25 and 55 years old, in Larbi Ben M'Hidi university, Oum-El-Bouaghi. For five months and half, we interviewed, surveyed through questionnaires, and observed our participants in attempt to give possible answers to our research questions. We managed to answer all the research questions. We found that females are more fluent than males as a group when we compared their mean scores; however, the most fluent participant is a male; we also found that females benefit more from the present teaching approach. Moreover, we identified individuals' commitment, self-confidence and the after-class activities they engaged in as the possible reasons of level differences. The study shows that there is no significant relationship between gender and the attainment of speaking fluency. However, we restrain from drawing any kind of definitive conclusions. The dissertation revolves around two chapters: one presenting the theoretical background and one displaying the results and significance of the findings. It provides some pedagogical recommendations going along with some suggestions for future researches.

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