A Brief Overview of Gender Differences in International Languages

Authors

  • Bagila Raikhan

    Department of Oriental Philology, Kazakh Ablai Khan University of International Relations and World Languages, Almaty 050022, Kazakhstan
  • Kairat Gabithanuly

    Department of Lexicology, Institute of Linguistics named after Akhmet Baitursunuly, Almaty 050010, Kazakhstan
  • Zhazira Tursynali

    Department of Oriental Languages and Translatio, Kazakh Ablai Khan University of International Relations and World  Languages, Almaty 050022, Kazakhstan
  • Ainur Nurzhaubek

    Department of Oriental Languages and Translatio, Kazakh Ablai Khan University of International Relations and World Languages, Almaty 050022, Kazakhstan
  • Assel Tokeyeva

    Department of Foreign Language Teaching Methodology and Intercultural Communication, Kazakh National Women's Teacher Training University, Almaty 050000, Kazakhstan

DOI:

https://doi.org/10.30564/fls.v7i8.9858
Received: 4 May 2025 | Revised: 9 June 2025 | Accepted: 4 July 2025 | Published Online: 6 August 2025

Abstract

This study evaluates the validity and practicality of a novel technology-based e-learning system developed explicitly for language research methods in higher education. Recognizing the promising potential of integrating e-learning with corpus linguistics principles, the research focused on designing and assessing tools for teaching corpus linguistics-based language research. Validity was determined by examining the alignment of the e-learning content with fundamental corpus linguistic principles and established research methodologies. Practicality was assessed based on the platform's usability,accessibility, and the overall feasibility of its tools for both educators and students. Observations revealed positive adaptation from both instructors and learners, with lecturers effectively integrating diverse features and students actively utilizing the platform to access materials, collaborate, and interact. The findings confirm the success of this approach, evidenced by positive feedback regarding content clarity, relevance, and applicability. Furthermore, the e-learning media demonstrated high practicality, as indicated by both teacher and student responses. Overall, these results indicate significant potential for this e-learning system to enhance learning effectiveness, particularly in language research methods, thereby advancing empirical language studies within digital environments. This research contributes to the growing body of literature on effective technology integration in linguistics education.

Keywords:

E-Learning; Validity; Practicality; Language Learning

References

[1] Alnemrat, A., Aldamen, H., Al-Deaibes, M., et al., 2023. E-learning in a Jordanian higher education institution. Frontiers in Psychology. 14, 1136142. DOI: https://doi.org/10.3389/fpsyg.2023.1136142

[2] Yu, Z., 2019. Gender differences in cognitive loads, attitudes, and academic achievements in mobile English learning. International Journal of Distance Education Technologies (IJDET). 17(4), 21–35. DOI: https://doi.org/10.4018/IJDET.2019100102

[3] Chan, J.Y., 2018. Gender and attitudes towards English varieties: Implications for teaching English as a global language. System. 76, 62–79. DOI: https://doi.org/10.1016/j.system.2018.04.010

[4] Kim, H.J., 2019. Gender differences in the use of language learning strategies among Korean university students. English Teaching. 74(1), 95–116. DOI: https://doi.org/10.15858/engtea.74.1.201903.95

[5] Chen, M.P., Wang, L.C., Zuo, D., et al., 2019. Effects of caption and gender on junior high students' EFL learning from iMap-enhanced contextualized learning. Computers & Education. 140, 103602. DOI: https://doi.org/10.1016/j.compedu.2019.103602

[6] Al-Bataineh, K.B., 2019. English language learning beliefs of Jordanian students: The effect of gender. International Journal of English Linguistics. 9(2), 219–228. DOI: https://doi.org/10.5539/ijel.v9n2p219

[7] Atika, R.N., 2019. Interactions among learning styles, language learning strategies, and gender of EFL learners. Study in Applied Linguistics and English Education. 1(1), 67–82. DOI: https://doi.org/10.35961/salee.v1i01.79

[8] Collom, K., 2018. Does gender impact language learning? Language Trainers: London, UK, pp. 1–25. Available from: https://www.languagetrainers.co.uk/blog/does-gender-impact-language-learning (accessed 27 July 2024).

[9] Daud, W.A., Wong, K.T., Ghani, M.T., et al., 2021. Gender differences in mobile phone usage for language learning, attitude, and performance. Journal of Language and Linguistic Studies. 17(2), 1069–1082. DOI: https://doi.org/10.17263/jlls.904123

[10] Degens, N., Hofstede, G.J., Mc Breen, J., et al., 2014. Creating a world for socio-cultural agents. In: Bosse, T., Broekens, J., Dias, J., et al. (eds.). Emotion Modeling. Springer: Cham, Switzerland. pp. 27–43.

[11] Giuliano, O., Luca, L., 2019. The evolution of Cognitive Load Theory and the measurement of its intrinsic, extraneous germane loads: A review. In: Longo, L., Leva, M. (eds.). Human Mental Workload: Models and Applications. Springer: Cham, Switzerland. pp. 23–48. DOI: https://doi.org/10.1007/978-3-030-14273-5_3

[12] Hilao, M., Wichadee, S., 2017. Gender differences in mobile phone usage for language learning, attitude, and performance. Turkish Online Journal of Distance Education. 18(2), 68–79. DOI: https://doi.org/10.17718/tojde.306558

[13] Sweller, J., 1988. Cognitive load during problem solving: Effects on learning. Cognitive Science. 12(2), 257–285. DOI: https://doi.org/10.1016/0364-0213(88)90023-7

[14] Ajeng, S.G., 2017. Language learning strategies by Indonesian EFL learners: A case study of gender role. PEOPLE: International Journal of Social Sciences. 3(2), 1768–1783. DOI: https://doi.org/10.20319/pijss.2017.32.17681783

[15] Hamid, M.Z.S.A., Link, J.T., Mukim Gadong, B., et al., 2020. Gender differences in learning English as a second language among primary students in Brunei Darussalam. International Journal of English Language Education. 8(2), 16–28. DOI: https://doi.org/10.5296/ijele.v8i2.16882

[16] Alhaysony, M., Ajeng, M., 2018. Gender differences in the use of language learning strategies among Saudi EFL students. International Journal of English Linguistics. 8(2), 73–85. DOI: https://doi.org/10.5539/ijel.v8n2p73

[17] Green, J.M., Oxford, R., 1995. A closer look at learning strategies, L2 proficiency, and gender. TESOL Quarterly. 29(2), 261–297. DOI: https://doi.org/10.2307/3587625

[18] Calafato, R., Tang, F., 2019. Multilingualism and gender in the UAE: A look at the motivational selves of Emirati teenagers. System. 84, 133–144. DOI: https://doi.org/10.1016/j.system.2019.06.006

[19] Tang, F., Khong, T.D., 2021. Gender differences in EFL learners' motivation: A self-determination theory perspective. Asian EFL Journal. 23(2), 41–60.

[20] Noels, K.A., Pelletier, L.G., Clément, R., et al., 2000. Why are you learning a second language? Motivational orientations and self-determination theory. Language Learning. 50(1), 57–85. DOI: https://doi.org/10.1111/0023-8333.00111

[21] Alzamil, A., Mutar, R., 2020. Gender differences in attitudes towards using technology for language learning: A case study of Saudi EFL learners. Journal of Language and Linguistic Studies. 16(2), 712–726.

[22] Yu, Z., Kim, H., 2021. Cognitive load and digital learning: A gender-based analysis among EFL students. Computers & Education, 165, 104150. DOI: https://doi.org/10.1016/j.compedu.2021.104150

[23] Sweller, J., Ayres, P., Kalyuga, S., 2011. Cognitive load theory. Cham: Springer. DOI: https://doi.org/10.1007/978-1-4419-8126-4

[24] Al-Deaibes, M.A., 2021. Code-switching practices among Jordanian bilinguals on Facebook: A sociolinguistic perspective. International Journal of Language and Society, 6(1), pp.45–59.

[25] Mashaqba, B., Al-Momani, H., Abu Dalu, A., 2020. Mental representation of English loanwords in Jordanian Arabic plurals. Lingua, 238, 102790. DOI: https://doi.org/10.1016/j.lingua.2020.102790

[26] Mashaqba, B., Al-Harahsheh, A., Al-Zughoul, A., 2021. Hypocoristics in the Ammani-Jordanian dialect: A Construction Morphology approach. Journal of Arabic and Islamic Studies, 21, pp.1–22.

[27] Alnemrat, A., Al-Azawei, A., Parslow, P., 2022. Investigating e-learning implementation in Jordanian higher education: The role of psychological and organizational factors. Education and Information Technologies, 27(3), pp.1935–1954. DOI: https://doi.org/10.1007/s10639-021-10624-1

Downloads

How to Cite

Raikhan, B., Gabithanuly, K., Tursynali, Z., Nurzhaubek , A., & Tokeyeva, A. (2025). A Brief Overview of Gender Differences in International Languages. Forum for Linguistic Studies, 7(8), 619–628. https://doi.org/10.30564/fls.v7i8.9858

Issue

Vol. 7 , Iss. 8 (August 2025): In progress

Article Type

Article

License

Copyright © 2025 Bagila Raikhan, Kairat Gabithanuly, Zhazira Tursynali, Ainur Nurzhaubek , Assel Tokeyeva

Creative Commons License

This is an open access article under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License.