Gender Based on ESL Writing Mastery and Writing Perception of Non-Native English

Writing is considered an essential skill for academic purpose. This research aims: 1. to explore the difference of students’ English writing mastery based on gender, 2) to explore the difference English writing perceptions based on gender. The study deploys a mixed method through a convergent parallel design that engages both quantitative and qualitative phases consecutively. It involves 26 first-year English Education Department students at Universitas Veteran Bangun Nusantara Sukoharjo, Indonesia in the production of explanatory paragraph writing and questionnaire survey. The findings of the quantitative phase results in tcalc ≤ ttab (0.685 ≤ 2.080) on English writing mastery and tcalc≤ ttab (1.114 ≤ 2.306) on English writing perception among female and male students, indicating there is no significant difference on both variables. The finding of the qualitative phase reveals only a small gap of both variables between the two gender. The study implies an initiative in investigating the contributing socio-innate factors to the students’ English language capacity.

• Publication year

  2021

• Venue

  ASELS_2021

• Publication date

  2021-12-29

• Fields of study

  Not labeled

• Identifiers
  DOI 10.51773/asels2021.v1i1.26
• External record

  Open on Semantic Scholar

• Source metadata

  Semantic Scholar

• No claims are published for this paper.

• No concepts are published for this paper.

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