GENDER-SPECIFIC APPROACHES TO TEACHING THE ENGLISH LANGUAGE
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Abstract
Teaching English as a second or foreign language has long been an area of focus in the educational community. However, the impact of gender on language learning remains a topic of increasing interest. Research suggests that male and female students may exhibit different learning styles, preferences, and cognitive strategies, particularly when learning a language. This article explores the implications of gender-specific differences in English language teaching, offering insight into how instructors can tailor their methods to better engage male and female students. By focusing on factors such as classroom dynamics, instructional strategies, and communication preferences, educators can create more inclusive and effective language-learning environments.
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References
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