Investigating Gender Roles in EFL Digital Classrooms at Tertiary Level
Creators: name: Mahmudul Hasan Safin
name: Tabassum Mahmud Ornab
Publisher: name: Zenodo
Year: 2023
Subjects: EFL
Gender Studies

description: <br> <strong>for</strong> <strong>The Conference on “Mapping gendered spaces in Language, literature and Culture.”</strong> <strong>Department of English, University of Dhaka</strong> <strong>by</strong> <strong> </strong> <strong>Tabassum Mahmud Ornab</strong> <strong>Student of MA, Department of English, Jahangirnagar University </strong> <strong>Mahmudul Hasan Safin</strong> <strong>Student of BA, Department of English, Jahangirnagar University </strong> <strong>Title</strong> <strong> Investigating Gender Roles in EFL Digital Classrooms at Tertiary Level</strong> <br> <strong>Abstract:</strong> <strong>Digital literacy is essential in digital classroom education in the contemporary world. The critical aspect of this paper is digital classroom education of English as a foreign language (EFL) at tertiary level. This investigation shows how different genders play its role in EFL digital classrooms at universities. In using digital tools, gender-based competency is diverse. Different genders may need more assistance and are led by others to do presentations, assignments, and other group work. When digital literacy is ensured in the EFL classroom, the competency of all the students will be enhanced equally. The engagement of teachers, students, and other staff in the EFL digital classroom helps us to understand the pedagogical process. The dependency on skilled fellows in digital arrangements such as typing, making ppt slides, infographics, and other digital content to be made in their EFL learning must be minimised to enhance the learners' competency equally. The collected data are investigated in mix-methods such as quantitative and qualitative approaches to provide an extensive understanding of gender roles in EFL digital classrooms. This paper is four folded: firstly, we illustrate the leading gender role in the EFL digital classroom. Secondly, the incompetence of EFL learners in using digital tools is investigated to perceive the gender role. Thirdly, we trace the inequality in gender roles of EFL digital classrooms. Finally, the findings recommend ways to establish the gender role in digital literacy as equally competent.</strong> <br> <strong>Keywords: gender, EFL, digital literacy, digital competency, digital classroom, pedagogy. </strong> <br> <strong>Introduction</strong> <strong>Education is an absolute necessity for human growth. As per Gandhi's ideology, it should bring out the best in individuals, including their body, mind, and spirit. In the contemporary world digital education has become the mode of a new education system in every sphere. Although digital technology has proven to be popular in English language learning, it is important to acknowledge how gender roles can have an impact on students' experiences. Therefore, it is imperative to recognize that English, being an essential component of digital literacy, cannot be overlooked. </strong> <br> <strong>Literature Review</strong> <strong>The integration of technology into academic courses has posed challenges for digital literacy. In light of this, a literature review investigated gender roles in English as a Foreign Language (EFL) education within digital classrooms. The review explores the definitions of gender and gender roles, gender roles in education and EFL education specifically, and the impact of digital classrooms on gender roles. Additionally, relevant studies on gender roles in EFL digital classrooms were reviewed.</strong> <strong>Definition of Gender and Gender Roles:</strong> <strong>To understand gender roles in EFL education, it is essential to clearly define the terms 'gender' and 'gender roles'. Gender refers to the socially constructed roles, behaviours, and expectations that societies assign to individuals based on their perceived sex. These roles can differ across cultures and contexts and impact people's educational experiences and opportunities.</strong> <strong>Gender Roles in Education:</strong> <strong>Extensive research on gender roles in education has conclusively demonstrated that conventional gender norms and stereotypes significantly influence students' experiences and accomplishments. These entrenched stereotypes can impact their selection of subjects, career aspirations, and level of participation. At the same time, gender biases in teaching methodologies and curriculum design further reinforce these roles, ultimately impeding students' potential.</strong> <strong>Gender Roles in EFL Education:</strong> <strong>In EFL education, gender roles can impact how students interact with language learning processes and digital tools. Societal norms and cultural expectations can affect students' language choices, participation patterns, and confidence levels. To ensure inclusive and fair learning environments, it's essential to have a good understanding of gender roles within EFL education.</strong> <strong>Digital Classrooms and Gender Roles:</strong> <strong>Digital classrooms have transformed education, including EFL instruction. It's important to study the impact of digital environments on gender roles in EFL education. With digital tools, learners can break away from traditional gender roles and participate equally in language learning activities.</strong> <strong>Studies on Gender Roles in EFL Digital Classrooms:</strong> <strong>Numerous studies have delved into gender roles in digital English as a foreign language (EFL) classrooms, providing valuable insights into various aspects. These studies have examined students' digital literacy skills, participation behaviour, self-image, and experiences of gender discrimination. By utilising diverse research techniques, including surveys, interviews, and observations, these studies have shed light on the dynamics of gender roles in EFL digital classrooms.</strong> <br> <strong>Methodology</strong> <strong>This study utilised a quantitative research methodology, collecting data through a structured survey consisting of closed-ended questions. The responses were analysed quantitatively and presented in the form of percentages. A pie chart was also used to support the findings visually. The focus was on obtaining numerical data that could be statistically analysed. However, whether the participants were randomly selected or chosen through another method is unclear.</strong> <strong>The survey included 20 undergraduate participants who were asked about gender roles in EFL education in digital classrooms. Both male and female participants actively engaged in answering the questions, indicating that the study was conducted in a fair and unbiased manner. </strong> <strong>Discussion</strong> <strong>After conducting a survey on students' participation and gender roles in EFL education within digital classrooms, we received twenty responses to the questionnaire. Of the 20 undergraduate students, ten were male, and ten were female. This deliberate equal-gender ratio ensured a precise evaluation and understanding of both genders' perceptions. The concept of gender roles is not universally the same for males and females in Bangladesh. The thinking process and maintenance of gender roles differ between the genders. Therefore, the following pie chart will help us identify different aspects of gender roles in EFL education within digital classrooms based on the students' responses.</strong> <strong>An essential focus of this research is the frequency of students' participation in EFL digital classrooms. Students engage in various ways in these classrooms, such as making presentations using a projector. By analysing the responses, we can determine the frequency of their participation. Among the surveyed students, only two females 10% of total participants always participate in EFL classes within the digital classroom, feeling confident and competent. However, three females and three males which is 30% of the students answered that they experience it often, while five males and four females which is 45% of total participants chose to participate sometimes. Additionally, one male and one female which is 10% of the total students experience rarely, and the remaining 5% is a male who responded that they never joined due to their incompetence in EFL digital classrooms. These percentages suggest students need more digital literacy regarding participation in EFL digital classrooms.</strong> <strong>The level of students' participation in EFL digital classrooms compared to their peers of the same gender is significant as it reflects their perception of their own gender's abilities. For example, students can participate in various ways, such as using Microsoft PowerPoint to create presentation slides. In this regard, one male and one female which is 10% of the students rated themselves as lower than average compared to their same-gender peers in participation in EFL digital classrooms, perceiving themselves as lacking sufficient competence. On the other hand, seven males and eight females which is 75% of the participants rated themselves as about average compared to their same-gender peers. Moreover, one male and one female which is 10% of the students rated themselves as higher than average, considering themselves more digitally competent to participate in EFL digital classrooms. The remaining 5% of the students, which is one male responded that they have yet to independently participate in an EFL digital classroom, making it impossible for them to compare themselves to their same-gender peers. This analysis highlights students' concerns about their level of participation near their same-gender peers within EFL digital classrooms.</strong> <strong>Similarly, the level of students' participation in EFL digital classrooms compared to their peers of the opposite gender is also significant as it demonstrates their perception of the opposite gender's abilities. Students can participate in different ways, for example, using Google Docs for assignments. In this case, four females, 20% of the students rated themselves as lower than average compared to their opposite-gender peers, perceiving themselves as lacking competence in digital classroom activities. On the other hand, of seven males and five females , 60% of the students rated themselves as about average compared to their opposite-gender peers. Furthermore, three males and one female, 20% of the students rated themselves as higher than average, considering themselves more digitally competent to participate in EFL digital classrooms than their opposite-gender peers. This specific analysis indicates students' concerns about their level of participation compared to their peers of the opposite gender in EFL digital classrooms.</strong> <strong>Gender stereotypes play a significant role in this research as they can impact students' ability to learn and communicate in EFL digital classrooms. Our society has existing stereotypes, such as the belief that males are more proficient in using digital devices. According to our survey report, one male and two females, 20% of the students responded "yes" when asked if they felt gender stereotypes affect their ability to learn and communicate in EFL digital classrooms. On the other hand, three males and five females, 40% of the students chose "no" as they did not perceive gender stereotypes as affecting their ability in these classrooms. The remaining six males and two females 40% of students responded "maybe" because they were unsure whether gender stereotypes affected their ability to learn and communicate in EFL digital classrooms. </strong> <strong>Furthermore, students' gender can influence their use of technology in EFL education. For example, in a group assignment where both male and female students are involved, it was observed that females often depend on male members to complete their tasks. This reliance on others may impact a student's learning. In the survey, one male and three females, 20% of the students responded "yes, very much so," as they perceived gender to affect their ability to learn and communicate within EFL digital classrooms. Both three males and females, which is 25% of the students, chose "neutral," indicating no strong perception of gender impacting their abilities. Three males and four females, 40% of the students selected "not really" as they did not perceive gender as influencing their ability to learn and communicate in EFL digital classrooms. Another two males, 10% of the students chose "maybe" as they were uncertain, and the remaining one female, 5% of the students, expressed that they believed relying on others affected their learning. They felt they would have learned better if they had completed the PowerPoint slides independently. However, due to the stereotype that their male friends were better at it, they sought their help without attempting it themselves. Additionally, the female student needed more confidence in her digital literacy skills and was reluctant to take full responsibility for her part in the group presentation, fearing that her slides would not be as impressive as her peers and would feel embarrassed. These percentages suggest that, at times, students' gender can impact their use of technology in EFL education, particularly when female students lack digital literacy skills in participating in EFL digital classrooms.</strong> <strong>To create a welcoming learning environment, EFL digital classrooms should be open to students of all genders. Based on a survey, five males and three females, 35% of students felt that the classrooms were very inclusive, while three males and four females, 40% of the participants thought they were somewhat inclusive. One male and two females, 15% of the participants felt neutral about inclusivity, and the remaining one male and one female, 10% of the participants thought the classrooms were somewhat exclusive. Notably, no students chose the option of "very exclusive." These findings suggest that students care deeply about inclusivity in EFL digital classrooms.</strong> <strong>Findings: </strong> <strong>The survey results clearly show that not all students equally participate in EFL digital classrooms. While some students are confident, many students participate infrequently or rarely. This disparity may stem from differences in digital literacy skills, self-perception, and confidence levels. Therefore, it is essential to provide targeted support and interventions to improve EFL students' digital skills and encourage active participation.</strong> <strong>Moreover, the analysis examined how EFL students perceive their participation in digital classrooms compared to their peers of the same and opposite gender. The results indicate that some students rate themselves lower or higher than average, suggesting that individual self-assessments may be influenced by confidence, perceived competence, and gender stereotypes. It is crucial to address these perceptions to create an inclusive and supportive EFL learning environment. Lastly, we must acknowledge that gender stereotypes may affect participation rates and take them into consideration.</strong> <strong>Conclusion</strong> <strong>This study investigates how EFL students perceive digital classroom education. It also explores their competency and perceptions of digital education and digital literacy based on gender roles. 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