Investigating the Effect of Teacher’s Gender on EFL Classroom Interaction Case Study of Third year LMD English Students at Medea University

Abstract

This study delves into the impact of teacher’s gender on EFL classroom interaction at the University of Yahia Fares of Medea. Employing a mixed-method approach, the research involved observing undergraduate English classes, specifically focusing on third-level students taught by both male and female teachers. Additionally, questionnaires were administered to the students to elicit information regarding their perspectives on the effect of teacher’s gender. While the study revealed that teacher’s gender is not the primary determinant of classroom interaction in terms of quality and quantity, it highlighted the importance of the teacher’s characteristics, teaching styles, and the subject matter. As student preferences varied based on these factors. The findings contribute to our understanding of that EFL classroom interaction does not abide by the teacher’s gender alone, but still to fall under the influence of other rather intricate factors shaping the teaching-learning process. The obtained findings provide insights to inform teachers’ training, recruitment, professional development, and classroom management strategies, ultimately leading to improvement in EFL education.