The Gender Gap In English Language Proficiency?
The Gender Gap in EnglishLanguage Proficiency?Insights from a Test of Academic EnglishDr Agnieszka WalczakDr Ardeshir Geranpayeh
Is there a gender gap in attainment of Englishlanguage proficiency?Gender bias in Cambridge English tests removedby designGender gap in performance in spite of an unbiasedtest? Test of Academic EnglishSampleCandidates from Jan 2014 – Jan 2015Aged 16-19“Home country” learners“Entry to higher education” as a reasonfor taking the test35 countries
Two perspectives to investigate patterns in male /female performanceGlobal aggregate-level patternOverall test4 skills (R,L,W,S)By ageCountry-level patternOverall test4 skills (R,L,W,S)
Aggregate Level
At the aggregate level, female learners displaystronger English skills than their male counterparts inthe overall test
and in the individual skills
Female learners in all age categories performstronger than male learners
Although female learners perform better, thedifference in performance is less than half of a bandfor the overall test and the individual 0BAND0.51
Country Level
Country-level analysis (overall score)
Country-level analysis (overall score)
Country-level analysis (IELTS overall score)Band difference 0.5
Country-level analysis (overall score)Band difference 0.50.25 – 0.5
Country-level analysis (overall score)Band difference 0.50.25 – 0.50 – 0.25
Country-level analysis (overall score)Band difference 0.50.25 – 0.50 – 0.25 0
Country-level analysis (overall score) shows noconsistent pattern in performance across genderBand difference 0.50.25 – 0.50 – 0.25 0
Country-level analysis for individual skills
Country-level analysis for individual Band difference 0.50.25 – 0.50 – 0.25 0RLWSRLWSRLWSRLWSRLWSRLWSRLWSRLWSRLWSRLWSRLWS
Country-level analysis for individual skills
Country-level analysis for individual skillsRLWSRLWSRLWSBand difference 0.50.25 – 0.50 – 0.25 0RLWSRLWSRLWSRLWSRLWS
Country-level analysis for individual skills
Country-level analysis for individual skillsRLWSRLWSRLWSBand difference 0.50.25 – 0.50 – 0.25 0
Country-level analysis for individual skills alsoshows no consistent pattern in performance acrossgenderRLWSRLWSRLWSBand difference 0.50.25 – 0.50 – 0.25 0
SummaryLimited evidence for the gender gap hypothesis in Englishlanguage proficiencyAt the aggregate level, female learners perform slightly better than malelearners (overall & across skills and by age, order of magnitude 0.5 band)This is driven by stronger performance of female learners in afew countries (China, Pakistan, Bangladesh)A more differentiated picture emerges at the country levelLittle consistency in male / female performance Female learners perform better insome countries but not in others Female learners perform better insome skills (mostly productive) butnot in others
Discussion Why would girls appear to perform better inlanguage tests?
Female learners display stronger English skills thantheir male counterparts% of female and male learners in overall bands 5and AND7.588.59
Discussion Language learning theories:– First Language Acquisition: the role of exposure– Second Language Learning: practice Language is a social phenomenon– More than a means of communication– Influences our culture & thought processes– Language only exists in society– Establishes human relations
Discussion Second language learning typical context– Embedded in school systems– Limited time allocation in the curriculum– Lack of resources for effective teaching/learning Successful second language learning– Requires practice beyond classroom– Embodies task-based communicative exercises– Involves social interaction among languagelearners
Discussion Girls tend to engage better in communicationand social interaction, hence progress morequickly in language learning This is reflected in their performance inlanguage tests which provide a snapshot oftheir language ability
Final Remarks There is a global picture of stronger femaleEnglish language ability in all language skills,more saliently in performance skills This difference, though, is within the standarderror of the test, so practically not significant Numerous socio-cultural and economicfactors contribute to account for differences inour observation
Final Remarks Selection Effect– Countries, where the difference is greatestare also societies with known genderequity issues– Possibly only women who have showngreater aptitude are put forward for takingthe test/studying overseas– Possibly men of whatever ability are putforward because they are men
Gender bias in Cambridge English tests removed by design Gender gap in performance in spite of an unbiased test? Test of Academic English Sample Candidates from Jan 2014 – Jan 2015 Aged 16-19 “Home country” learners “Entry to higher education” as a reason for taking the test 35 countries . Two perspectives to investigate patterns in male / female performance .
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