Gender effects on choice of words in a writing task

Context: This research was conducted at the Nigeria French Language Village International Secondary School in Badagry, Lagos, Nigeria. The study focused on senior secondary students, aged 15-16, who were in their final year of school. The researcher, a teacher-trainer, observed that male students consistently used more advanced vocabulary and expressive language in their writing compared to female students. This study aimed to explore these gender differences in word choice and find strategies to support female students in improving their writing skills. Aims: The primary aim of the study was to identify the differences in vocabulary use between male and female students in written tasks and to understand the factors contributing to these differences. The researcher sought to find effective ways to help female students enhance their expressive skills and vocabulary in writing, ultimately aiming to improve their overall performance and confidence in written tasks. Methods: Data were collected through a pre-test essay, a reflective journal, and a focus group discussion with eight students. The pre-test involved a writing task on whether the Nigerian government should provide free education to university students, allowing the researcher to analyse vocabulary use and performance differences. The reflective journal provided insights into potential reasons for these differences. A focus group discussion helped to explore the students' perspectives on word choice in their essays and their understanding of advanced versus simple vocabulary. Findings: The analysis of the pre-test showed a marked difference in vocabulary use, with 15 out of 20 male students using more advanced words compared to only 7 out of 20 female students. While students could distinguish between advanced and simple vocabulary, they could not attribute specific writing samples to male or female authors without explicit gender indicators. Male students were perceived to be more articulate, potentially due to extensive reading and exposure to educational materials. Following the intervention, which included oral composition drills, analysis of female journalists' writing, and peer feedback sessions, both male and female students showed improvement in their writing. Female students, in particular, gained confidence and expanded their vocabulary. Implications: This study highlights the importance of targeted support for female students in developing their writing skills. Teachers might consider using gender-specific role models, peer feedback, and structured writing exercises to build vocabulary and expressive skills. Encouraging mixed-gender collaboration and regular practice can also foster a more balanced development of writing abilities in both male and female students.

Keywords (free text)

english as a foreign language, writing skills, vocabulary development, gender differences, secondary education, student engagement, exploratory action research

Permanent link to cite this item

https://hdl.handle.net/20.500.14069/763

Collections

Exploring Gender in the African Classroom