Gender differences in attitudes towards learning oral

skills using technology

Jibrel Harb & Nadzrah Abu Bakar & Pramela Krish
Published online: 5 April 2013
#
Springer Science+Business Media New York 2013
Abstract This paper reports a quantitative study on gender differences in attitudes
when learning oral skills via technology. The study was conducted at Tafila
Technical University, Jordan, with 70 female and 30 male students, to find out
if female students are better and faster in learning a language than male. Specif-
ically, it seeks to investigate differences in attitudes between females and males in
terms of practicality, confidence and anxiety. The results of the study show that
there were no significant differences between female and male students when
comparing the pre- and post-test mean scores. Both genders establish the same
levels of attitudes before and after undergoing this course, which suggests that the
exposure to language learning using technology did not contribute to any signif-
icant gender inequality. The paired sample t-test results showed improved attitudes
toward learning oral skills in both females and males. The study also indicates
female and male improvement in the anxiety dimension showing that their initial
strong apprehension toward this course was greatly reduced at the end of the
course. In terms of confidence, female showed better enhanced confidence level
than male at the end of the course.
Keywords Gender differences
.
Practicality
.
Confidence
.
Anxiety
.
Computer
technology
Educ Inf Technol (2014) 19:805816
DOI 10.1007/s10639-013-9253-0
J. Harb (*)
UKM, Bangi, Malaysia
e-mail: jibrelsaudi@yahoo.com
J. Harb
National University of Malaysia, Bangi, Malaysia
N. Abu Bakar
:
P. Krish
School of Languages and Linguistics/ National University of Malaysia, Bangi, Malaysia
N. Abu Bakar
e-mail: nadz@ukm.my
P. Krish
e-mail: pramela@ukm.my
1 Introduction
As one of the fastest developing Arab countries in the Middle East, Jordan is
continuously developing its educational system. Indeed, it was ranked number one
in education among the Arab countries (Al-Wahadni 2013). In 2003, King Abdullah II
launched a national ambition program, named Jordans vision, to attain developed-
nation status by the year 2015. Achieving this would be a big step towards Jordans
success and achievement internationally. As a thriving economy begins with know-
ledge, King Abdullah II has supported new education programs from pre-school
through Higher Education (World Bank 2009). Under his leadership, Jordan has
undertaken sweeping reforms of the educational system, building new schools,
fielding progressive curricula, introducing information and communications techno-
logies (ICTs) into teaching and learning, and building students technological skills
(World Bank 2009).
As language learning becomes more ubiquitous in our everyday lives, educational
settings are being transformed where teachers and students are expected to teach and
learn using technology (Li et al. 2001; Lee 2003). Such usage ranges from the now
familiar use of the web as means of assisting traditional face to face learning (Web-
conferencing learning) to full reliance on virtual (online) learning. Consequently,
many Jordanian universities have recently developed and adopted elaborate (blended
or hybrid) learning designs for increasing numbers of their courses which combine
virtual learning with face to face interaction (Naqib 2010; Awwad 2010). English
language is now the most widely used language in the world. Listening and speaking
skills are communicative skills that most people need to learn. Listening and speaking
course is compulsory for students of English language in most of the institutions of
higher education, where students are taught to communicate and use the language
orally. Tafila Technical University (TTU), a recently-established governmental uni-
versity in Jordan, was the context of present study.
With the widespread influence of computer technology in language learning, the
issues of gender differences in its use, access and attitudes have emerged and attracted
keen interest among researchers. Recent studies have posited that there remains a
gender imbalance despite a significant growth in integrating web-based technology in
language learning recently (Chiu et al. 2005; Hashim 2008). This gender imbalance
has been partly blamed for the under-representation of some segments of the popu-
lation, mostly females (Trauth and Howcroft 2006).
2 Research background
The issue of the gender gap in learning oral skills using computer technology has
caught the attention of many researchers. As a result, numerous studies have been
conducted to study the extent of this gap. Since the 1980s, studies have revealed that
gender differences exist in relation to the use of technology in language learning, and
recently, this issue is still gaining the attention of researchers. This is evident by the
amount of research carried out in recent years to investigate whether gender differ-
ences exist with the use of technology. For example, Houtz and Gupta (2001) found
significant gender differences in the way females and males rated themselves in their
806 Educ Inf Technol (2014) 19:805816
ability to master oral skills using computer technology. Males rated themselves higher
than females even though both genders were positive in learning ability by
technology.
In addition, Shashaani and Khalili (2001) reported that female undergraduate
students had significantly lower confidence than males when learning by using
computers. Females also reported feeling helpless, nervous and uncomfortable
around computers. Both genders, however, viewed computers as a useful tool and
equally believed that computers had positive effects on the learning process. Liaw
(2002); Ong and Lai (2006) reported that males have more positive attitudes towards
e-learning than females. They found significant gender variations where males
ratings of perceptions towards computer self-efficacy, perceived practicality and ease
of use and behavioral intention to use e-learning were all higher than those of
females. Besides, Chen and Tsai (2005) reported that males exhibited more favorable
attitudes toward web-based learning than females. They reported that males perceived
the growth and development of the Internet to result in a better tool in reducing the
digital divide and establishing a society of equity and justice.
As far as anxiety is concerned, anxiety is one of the most influential affective
variables, which prevents learners from successfully learning a foreign language.
MacIntyre and Gardner (1994) defined language-learning anxiety (LLA) as the
feeling of tension and apprehension specifically associated with second-language
contexts (p. 284). LLA has been investigated in different skill domains representing
a movement towards greater sophistication of research in this field. However,
Kimura, (2008) reported that feelings of worry aroused in association with language
learning may well have some characteristics in common across skill areas and across
situations. It has been reported that socially anxious individuals tend to experience
fear in multiple situations. This anxiety reaction is aroused by well-defined situations
such as speaking in public, participating in class, or speaking in a foreign language
(Poza 2005).
According to Huang and Liu (2000), gender is associated with computer anxiety,
and males are less anxious and more confident about computer usage than females.
However, Wharton (2000) reported no gender effects were revealed in both the
number and types of strategy used by bilingual foreign language learners in
Singapore. This might be attributable to the language learning abilities of bilingual
learners which may have nullified any gender difference (Radwan 2010). Addition-
ally, research findings on gender and language learning via computer technology
have shown that females differ in terms of the type of computer use (Mitra et al.
2000); males are heavy users of computer than females (Annetta et al. 2007); male
students tend to show more positive attitude towards the use of computer than
females (Tsai et al. 2001).
To that end, it appears that the evidence for specific gender differences in learning
language by computer technology is inconclusive. The literature shows that the
integration of such technology into the education system has greatly influenced the
mindset towards learning oral skills. However, such findings may be irrelevant today
because of the ever expanding nature of language learning and computer technology.
At TTU, for example, the majority of the students at English department are female,
having higher GPA than that of the male students, which is a case that needs to be
studied. Therefore, it would be interesting to find out how gender affects language
Educ Inf Technol (2014) 19:805816 807
learning through the use of computer technology, and how such variables as anxiety,
confidence, and practicality may play a significant role in language learning by using
computer technology.
3 Purpose of study
The rapid computer developments in the educational system of Jordan in the past
decade have influenced expectations from higher institutions in Jordan (Naqib 2010).
These institutions are expected to teach and equip students with adequate knowledge
and skills to use English effectively and fluently by integrating computer technology
in teaching and learning oral skills. Teachers are also expected to possess the right
attitudes towards the usage of such tool. Mitra et al. (2000) stressed that the aspect of
gender has remained relatively constant as an independent variable in determining the
levels of learning, attitudes and the use of computers. In fact, reviewing the existing
literature reveals that gender disparity in attitudes still exists among undergraduate
students in higher institutions of learning. Premised on this assumption, the present
study was conducted to examine gender differences in attitudes among students of
English in learning listening and speaking kills using computer technology at Tafila
Technical University (TTU) in Jordan. As prior research has also shown that
experience in learning oral skills can influence attitudes toward the usage of techno-
logy, this study also assumed that there would be significant differences in students
attitudes before and after their completion of Listening and Speaking course. In this
study, the following research questions were investigated:
1. Are there gender differences in attitudes towards learning oral skills using
computer among the students before their enrolment in the Listening and Speak-
ing course?
2. Are there differences in attitudes towards learning oral skills using computer for
the male and female students after their enrolment in Listening and Speaking
course?
4 Methodology
4.1 Subjects and procedures
The participants of this study were 100 (70 females and 30 males) from three student
groups majoring in English at TTU. These students enrolled a compulsory Listening
and Speaking course. Two oral sections of the course are given every semester. The
lectures are given in the language lab. This lab is provided by traditional equipment
for learning listening and speaking as well as pronunciation, in addition to two PCs, 2
DVD players, and a TV set. The enrolment in the Listening and Speaking course is
compulsory for all participants in the survey. This course is given at the language lab,
which is under the supervision of a female technician. This course is of three credits,
that is 3 h a week. The course book used in this course is North Star (2009), which is
composed of ten units.
808 Educ Inf Technol (2014) 19:805816
The first set of questionnaires was administered to the students in the first week of
the course (Time 1) while the second identical set was administered in the final week
of the course (Time 2). The duration between Time 1 and Time 2 was one semester
(14 weeks). The two questionnaires generated a matched pair of data for each student.
This was performed to determine the effect of exposure on the attitudes towards
learning oral skills among the students.
4.2 Instruments
The questionnaire, which is shown in Appendix A, was constructed by the
researcher to measure the attitudes of the students of English department at
TTU towards learning oral skills using computer technology. The dimensions
measured in the questionnaire are practicality, confidence, and anxiety.
According to Mariam Webster Dictionary (2008), practicality is defined as the
actual use rather than theoretical possibilities. It is the quality of being effective,
useful, or suitable for a particular purpose or situation. Practicality is concerned
with the actual engagement and practice in a specified occupation or a certain
kind of work. Confidence, however, is generally described as a state of being
certain either that a hypothesis or prediction is correct or that a chosen course of
action is the best or most effective. It is a state of confident hopefulness that
events will be favorable; it is freedom from doubt. Confidence denotes a feeling
of emotional security resulting from faith in one. It is a firm belief in ones
powers, abilities, or capacities. In addition, anxiety, which is one of the most
active areas in psychology, can be defined as a vague unpleasant emotion that is
experienced in anticipation of some misfortune.
The questionnaire comprised 23 items and each item was accompanied by a
Likert scale ranging from a score of 1 to 5, with 1 representing strongly
disagree and 5 representing strongly agree for positive items (and vice versa
for negative items). The questionnaire was validated by an independent course
instructor. No ambiguous items were found and the reliability for the 23 items
was established at .87 using the Cronbach alpha, indicating good internal
consistence.
5 Data analysis
An independent t-test was conducted to determine if there was any significant
difference between females and males in terms of their prior oral skills before taking
listening and speaking course. A one-way between-group multivariate analysis of
variance (MANOVA) was performed on the pre- and post- test scores separately to
examine if mean differences were significant between females and males in terms of
practicality, confidence and anxiety before and after completing the course. Preli-
minary assumption testing was conducted to check for normality, linearity, univariate
and variable outliers, homogeneity of variance-covariance matrices and multiple
correlations. There were no serious violations noted in any of the test scores.
Analyses of variances (ANOVA) on each dependent variable were conducted
as follow-up tests to the MANOVA. Using the Bonferroni method, each ANOVA
Educ Inf Technol (2014) 19:805816 809
was tested at the adjusted alpha level of .003. It is important to note that the
alpha levels reported for confidence and anxiety were the cumulative sum of the
separate alpha levels for both as these two variables have reciprocal effects and
are, thus not considered mutually exclusive of each other. A paired-sample t-test
was conducted and tested at the .05 level to evaluate if there was any significant
difference between scores from Time 1 and Time 2 in respect of the three
dependent variables. The analysis was conducted separately for both females
and males, to examine if female and male students attitudes were more positive
after completing the course.
6 The results
The independent t-test did not yield any significant difference between the mean
scores of the female (M=1.81; SD=1.96; S.E. =0.23) and those of the male respon-
dents [M=1.60; SD=1.91; S.E. =0.36; t(100) = .485, p=.628] in respect of their prior
knowledge and skills in using the language. This suggests that both genders had
almost equal prior knowledge and skills before enrolling in Listening and Speaking
course.
6.1 Pre-test gender differences
Based on MANOVA, the pre-test mean scores did not show any statistical
significant difference between females and males on the combined dependent
variables (practicality, confidence and anxiety): F (3,98) = .259, P=.855; Wilks
Lambda = 0.992, partial eta squared = 0.008. This means that none of the three
dependent variables reached statistical significance even though female partici-
pants recorded slightly higher mean scores than male participants in these
variables.
6.2 Post-test gender differences
The post-test mean scores also did not show any statistical significant difference
between female and male participants on the combined dependent variables: F
(3,98) = .259, P=.992; Wilks Lambda = 0.999, partial eta squared = 0.001. No
significant differences were found between the mean scores of the females and the
males in terms of the three variables (practicality, confidence and anxiety towards
learning oral skills via technology) after the completion of the Listening and
Speaking course.
6.3 Students attitudes in listening and speaking course
Two paired sample t-test were conducted to examine the effect of learning listening
and speaking skills using computer technology at one semester on the attitudes of
female and male students. The results showed differences in the three dimensions of
attitudes towards learning oral skills for females; however, only two dimensions of
attitudes were affected for males (Tables 1, 2 and 3).
810 Educ Inf Technol (2014) 19:805816
For females, there was a statistically significant difference between the mean
scores from Time 1 (M=38.81; S.D. =4.48) and Time 2 (M=42.77; S.D. =4.45),
t (72) = 7.196, p<.0005 for practicality. The analysis also found a statistical
difference between the mean scores from Time 1 (M=23.70; S.D. =3.52) and Time
2 (M=25.23; S.D. =5.58), t (72) = 2.545, p=.013 for confidence as well as the
mean scores from Time 1 (M=26.32; S.D. =2.73) and Time 2 (M=42.84; S.D. =8.15),
t(72) = 18.885, p<.0005 for anxiety.
For males, a statistically significant difference was detected between the mean
scores from Time 1 (M=38.76; S.D. =5.07) and Time 2 (M=42.55; S.D. =4.48),
t (28) = 4.462, p<.0005 for practicality as well as the mean scores from Time 1
(M=25.80; S.D. =3.59) and Time 2 (M=42.52; S.D. =9.07), t (28) = 10.820,
p<.0005 for anxiety. However, no statistical difference was detected between the
mean scores from Time 1 (M=23.66; S.D. =4.43) and Time 2 (M=24.90; S.D. =
4.76), t (28) = 1.415, p=.168 for confidence.
7 Discussion
The results of this study do not support the assumption that there are significant
gender differences in the attitudes of students at TTU towards learning listening
and speaking skills. The reason is that no significant difference in attitudes was
detected between males and females before their enrolment in the Listening and
Speaking course. The results reported that gender disparity does not exist even
though the students had different backgrounds. Perhaps this was due to their
exposure to similar learning procedures and methodology applied when they were
at schools. This is evidenced from the earlier t-test conducted where no significant
difference was detected between females and males in terms of their prior know-
ledge in learning oral skills. It is important to note that these students prior
knowledge took place before leaving schools. It is, therefore, very likely that they
Table 1 Pre-test differences be-
tween females and males
Ahigh score represents lowanxiety
Significant at p<.003
Dependent
variables
Females Males F p Partial eta
squared
Mean S.D. Mean S.D.
Practicality 38.81 4.48 38.75 5.07 .002 .961 .000
Confidence 23.70 3.52 23.66 4.43 .003 .958 .000
Anxiety 26.32 2.73 25.80 3.59 .631 .429 .006
Table 2 Post-test differences be-
tween females and males
Ahigh score represents lowanxiety
Significant at p<.003
Dependent
variables
Females Males F p Partial eta
squared
Mean S.D. Mean S.D.
Practicality 42.77 4.46 42.55 4.49 .048 .826 .000
Confidence 25.23 5.58 24.90 4.77 .082 .776 .001
Anxiety 42.86 8.15 42.52 9.07 .030 .863 .000
Educ Inf Technol (2014) 19:805816 811
were exposed only to the basics of learning oral skills in such a learning environ-
ment. Regarding computer skill, it is also unlikely that they acquired their com-
puter experience from the schools and home because most of the participants
shared almost the same social and educational background where the availability
of school/home computers might be limited.
Additionally, the results show that there was no significant difference in attitude
between females and males after the completion of the course. This suggests that the
exposure to the course have no effect on gender disparity between females and males.
Interestingly, both females and males participants showed equal interest in the course
even after learning some knowledge and using it increasingly. They agreed that the
course was useful and informative to them because they need to practice and use the
language outside the classroom, and so they could enhance and improve their
communication and presentation skills.
Further, the results of the first MANOVA analysis did not indicate any apparent
gender disparity between the female and male students although their knowledge was
limited on oral skills. The results of the MANOVA analysis also did not indicate any
apparent gender difference after both females and males have been exposed to a
formal listening and speaking course. This suggests that both genders acquire almost
the same levels of knowledge and skill and that they have similar attitudes and
perceptions towards learning oral skills when using computer technology. However,
the paired sample t-test results showed that at the end of the course, both females and
males expressed enhanced positive attitudes and less negative attitudes towards using
technology in the learning process.
The biggest difference for both females and males was in the anxiety dimension
which showed that the magnitude of their strong apprehension toward oral skills
was greatly reduced at the end of the course. Besides, both genders agreed more
strongly that this course was useful and valuable for them. However, only females
significantly presented more confidence in oral skills than males at the end of the
course. This is surprising as earlier studies by Abdel-Khalek and Alansari (2004)
found that females had higher mean anxiety scores than did their male counterparts
in 10 Arab countries, one of which is Jordan. The higher confidence level
exhibited by females in this study could be due to the effect of the role model.
The instructor of this course was a male instructor and his presence during the
Table 3 Mean difference be-
tween pre- and post-tests
*significant at p<.005
Subscale Pre-test Post-test t P
M S.D. M S.D.
Females (n=70)
Practicality 38.81 4.48 42.77 4.45 7.20* .000
Confidence 23.70 3.52 25.23 5.58 2.55* .013
Anxiety 26.32 2.73 42.84 8.15 18.89* .000
Males (n=30)
Practicality 38.76 5.07 42.55 4.48 4.46* .000
Confidence 23.66 4.43 24.90 4.76 1.42 .168
Anxiety 25.80 3.59 42.52 9.07 10.82* .000
812 Educ Inf Technol (2014) 19:805816
entire duration of the course could have increased the level of female confidence.
In the Arab culture, male teachers are not allowed to teach female students at
schools in some countries like Jordan and Gulf countries; therefore, being exposed
to male teachers at the university might have a positive effect on the female
students.
With the exception of the confidence dimension, the results of this study also
support the argument that oral skills gained from undergoing course can improve the
attitudes of both genders towards learning these skills by computer. The students
would become more confident and less anxious. The findings support the view that
the process of learning using computer is gender-based as the increase in listening and
speaking confidence over time assumed different patterns for females and males. In
other words, gender interacts indirectly with learning via computer by influencing
speaking confidence.
8 Limitations of study
It should be noted that the ratio of females to males who participated in this
study was unequal and the number of participants involved was relatively small
(N=100). These factors could pose a threat to the results generated from the
MANOVA analysis. Based on the recommendations by Pallant (2001), the
number of cases in each cell should be more than the number of dependent
variables. The minimum number of cases in each cell for this study was three
(the number of dependent variables). In this study, the number of cases per cell
far exceeded the minimum number of cases set.
The fact that there were more females than males in this course was unavoid-
able. This is because there are more female students than male students at TTU
at the ratio of 65:35. It would have been more appropriate if this study was to be
based on a more balanced ratio of females to males. Future studies should
consider using the stratified sampling method to get a more representative
sample. It is also recommended that the sample size be increased for future
studies.
It is important to note that this study was preliminary and exploratory in nature. All
data collected was based entirely on the honesty and the perceptions of participants
regarding their attitudes towards using technology in learning the oral skills. A further
limitation of this study was that the participants involved were undergraduate students
majoring in English at a Jordanian public university and had volunteered to partic-
ipate in this study. Clearly, this was a self-selected group who might have possessed a
different set of expectations compared to the general body of students. Therefore,
caution must be taken when generalizing any findings for the entire population at the
faculty where this study was conducted.
9 Conclusion
The findings of this paper suggest that gender have no impact on the attitudes of
female or male students towards learning oral skills, listening and speaking, at
Educ Inf Technol (2014) 19:805816 813
TTU when the same amount of exposure is given to both groups. These findings,
however, would apply only when these students possess the same level in the
oral skills and are homogenous in their background knowledge and skill prior the
enrolment in this course as was the case in this research group. In other words,
when the amount of oral tasks is controlled, females and males respond equally
in terms of attitude towards both skills. When detailed dimensional analyses of
attitude were conducted in terms of confidence, practicality and anxiety on the
part of the students, the dimension of anxiety recorded the biggest improvement,
which indicated that the magnitude of their strong concern toward oral skills was
greatly reduced at the end of the course.
In addition, there was a significant difference in the anxiety and practicality
dimensions for both genders at the end of the course, which indicates that it
played a role towards improving the attitudinal measurement in these two di-
mensions. However, in respect of confidence, female participants exhibited better
enhanced confidence level. The confidence level of the males improved a little
despite the exposure. In general, this study concludes that there is no obvious
gender disparity in the students attitudes towards learning oral skills after the
enrolment in the Listening and Speaking course. The students are expected to
have very important roles to play when they graduate and embark on their
teaching profession at schools. The relevant educational authorities, students
and society at large can look forward to the future positively knowing that the
teachers possess positive attitudes towards the use of technology in teaching and
learning oral skills in their instructional approaches regardless of their gender.
Appendix A
A survey on attitudes towards learning oral skills using technology among TTU
students
Thank you for completing this survey. Your responses will provide valuable
insight into students attitudes towards oral skills using technology. Please answer
each question in the following three sections to the best of your ability.
Please complete all three sections by placing checkmarks in the appropriate boxes
and filling in the blanks for written answers.
Background
The purpose of this section is to collect some basic information about your
background.
1.1 Age ____________years
1.2 Students Number ____________
1.3 Gender: Male ( ) Female ( )
1.4 Do you have experience using computers? If (Yes), Please, proceed to question
(1.5), if (No), Please proceed to Section (2)
1.5 How many years have you been using computers?____________ years
814 Educ Inf Technol (2014) 19:805816
Attitudes toward learning the oral skills via technology
The purpose of this section is to assess your attitudes towards learning the Oral Skills
via technology
1-Strongly Agree 2- Agree 3- Not Sure 4- Disagree Strongly 5- Disagree
Item 1 2 3 4 5
1 The computer helps me improve the listening skill.
2 The computer helps me improve the speaking skill.
3 It is easy to discover my mistakes when using computer.
4 Learning oral skills via computer is easier and more interesting
5 The computer allows me to repeat listening tasks as many times as I can.
6 I can express my opinion easily by using computer.
7 Computer helps me interact better in learning the oral skills.
8 I become less anxious when learning by the computer.
9 I become less shy when I speak in the class.
10 I feel confident and self-dependent while learning via computer.
11 The computer helps me use English outside the classroom.
12 Using computer helps me think more creatively.
13 I can hear the lessons more clearly when using computer.
14 Learning via computer provides me with a relaxed atmosphere and a stress-free
environment.
15 I prefer to learn oral skills using computer.
16 I feel that using computer to learn oral skills is more effective.
17 I feel more confident when attending oral skills course.
18 I become more interested in studying the language.
19 I can now listen to native speakers and understand them easily.
20 I improved my accent as I listen more by using computer.
21 The use of technology saves time when study oral skills.
22 I can learn oral skills in an integrative way.
23 Using computer provides more chances to benefit from the instructor.
24 The time spent on learning oral skills is better spent than learning something else.
25 Id prefer to take another advanced course using computer.
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