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Exploring Gender Differences in Attitudes to Learning English in Chinese Primary Schools

 MA TESOL

University of York

Department of Educational Studie

Abstract
The following study explores gender differences in attitude to learning 留学生论文网English in Chinese primary schools. The survey firstly examines whether gender differences affect English learning in class in Chinese primary schools, secondly whether pupils’ motivation for learning English is connected with gender differences, thirdly whether there are differences in boys’ and girls’ achievement in English learning.
For research purposes, a questionnaire approach was adopted. The questionnaires were designed for pupils and English teachers respectively. A sample consisting of 20 boys and 20 girls in one class at Jianshe Primary School in Wenzhou was selected to answer the pupils’ questionnaires in Chinese and five English teachers were also selected to answer teachers’ questionnaires in English. The school also offered another list of the class’s anonymous students’ grades. 
The main findings from the pupils’ questionnaires was that there were no huge differences between both boys and girls in enjoyment of speaking and listening parts in English learning. They all liked learning English in entertaining ways such as using English songs and movies. The second finding was that most boys thought the reading part of English learning was the least interesting and most difficult, whereas most girls thought listening was the least interesting and most difficult.. The third main finding was that girls spend more extra time on English learning outside school than boys including both formal lessons and voluntary practice. However, from the teachers’ questionnaires, the data showed that in the English teachers’ view, firstly there existed some differences in pupils’ tests scores. Secondly, girls are more accurate and concentrated better than boys. There were no big differences between boys and girls in class performances and participation.
 There were some significant results in that both boys and girls liked learning English in class and there were no significant differences in motivation for learning English. However, girls performed better in achievement tests than boys.

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