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Journal of Undergraduate Research

Keywords

gender, language perception, classroom, learning approaches

College

Humanities

Department

Linguistics and English Language

Abstract

The creation of adaptive learning environments is crucial for students’ success. Teachers often use written feedback to encourage improvement in their students’ work. The manner and content of feedback greatly affects how it is perceived (Brinko, 1993). Also, studies have shown for almost two decades that gender affects how student learn (Kolb, 1976). For example, female students perceive their learning environment more positively (den Brok, Fisher, Rickards & Bull, 2006) and are more likely to hold mastery over performance goals and to refrain from disruptive classroom behavior than are males. (Kenney-Benson, Pomerantz, Ryan & Patrick, 2006). Roberts (1991) argued that females view academic performance as an opportunity to gain information about their abilities. Female students are prone to more positive learning approaches e.g., attentiveness, task persistence (Ready, LoGerfo, Burkam & Lee, 2005) and are more motivated by positive feedback in writing assignments than males (Cleary, 1996). As a result of these gender differences, males and females may interpret teacher’s comments differently.

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