Gender Differences, Classroom Participation, and Grouping Preferences in Junior High School English Learning

Abstract

Gender-related classroom dynamics may influence students’ confidence, participation, and interaction in English as a Foreign Language (EFL) learning. This study investigated male and female junior high school students’ willingness to use English, express opinions, and perceive gender-based grouping in classroom activities.This descriptive quantitative study involved 20 seventh-grade students, consisting of 10 male and 10 female students, from SMP Negeri 4 Kota Bengkulu, Indonesia. Data were collected through closed-ended and open-ended questionnaires adapted from previous studies. The closed-ended responses were analyzed using percentages, while the open-ended responses were interpreted descriptively to identify students’ reasons and perceptions.The findings showed different response patterns between male and female students. More male students reported reluctance to speak English with female peers, mainly due to fear of making mistakes, lack of confidence, nervousness, and limited vocabulary. Female students more frequently preferred speaking to express opinions, whereas male students more often preferred writing. In group work, many students, especially female students, reported greater comfort and confidence in same-gender groups. The closed-ended responses also indicated generally positive perceptions of gender-based grouping, particularly in supporting comfort, cooperation, participation, and willingness to ask or answer questions.The study suggests that gender-related participation patterns in this context are closely connected to confidence, foreign language anxiety, peer interaction, and classroom comfort. Gender-based grouping may be used flexibly as a classroom strategy to support participation, but it should not be treated as universally effective for all learners.