Document Type
Article
Publication Date
Winter 12-3-2024
Abstract
This paper reports a study that compares teaching English as a foreign language (TEFL) through face-to-face (FTF) and CALL (Computer Assisted Language Learning) methods, comparing them with the interdisciplinary perspectives of sociology, social psychology, and educational technology. Based on the sociocultural theory, the influence of gender grouping on the academic performance of 141 English as a foreign language (EFL) Egyptian undergraduates enrolled in a technical writing course in the Faculty of Engineering was examined in a CALL context. Students’ academic performance was measured by overall grades on group work assignments and submitted peer evaluation forms. Sixty six students were assigned to a FTF control group, and 75 students were included in the experimental online group. Findings suggested that the performance of the online group was superior to that of the FTF control group. There were highly significant differences in the online group between males and females in their academic performance with females being more successful. In addition, all female-only groups attained higher grades than mixed and male-only groups. These findings emphasize the importance of teaching EFL learners’ teamwork skills to complete their tasks successfully (Holmes, 2000).
Recommended Citation
Morsi, Wesam Khairy and Assem, Hala Medhat Ms, "Gender Differences: The Impact of Gender Grouping on Egyptian STEM Undergraduates’ Online Group Work1" (2024). English Language and Literature. 58.
https://buescholar.bue.edu.eg/eng_lang_lit/58
Included in
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