Gender Differences in Students’ and Teachers’ Perceptions of the Role of Grammar Instruction and Corrective Feedback

This paper explores male and female students' and teachers' perceptions of the role of grammar instruction and corrective feedback. A questionnaire, administered to 60 male and female intermediate EFL students (30 males and 30 females) and 40 teachers (20 males and 20 females), elicited student and teacher perceptions concerning the role of explicit grammar instruction and corrective feedback in learning English as a foreign language. Data comparisons revealed high agreement between students as a group and teachers as a group across genders on the majority of questions. A number of discrepancies were evident between students and teachers’ beliefs within each gender. There were also some comparisons of sample groups based on gender differences which examined the effect of formal grammar instruction in foreign language teaching. Although the differences between students' and teachers’ belief system can be a threat to learning, it is essential to mention that teachers’ consideration of students’ perceptions of those factors will improve the process of new language learning, and an effort to consider the potential mismatch between students’ beliefs and teachers’ instructions will enhance learning.