Gender role differences in participation in tertiary-level English language classrooms in Bangladesh

Abstract

Male students of Bangladeshi private universities lag behind their female peers in classroom participation and overall academic achievement in the tertiary-level EFL classrooms, due to higher levels of speaking anxiety and fear of judgment. The affective barriers, along with socio-cultural expectations, appear to limit their engagement in English classes. Therefore, the study aims to acknowledge the gender role dynamics along with the factors and provide evidence. Drawing on a survey of 30 students enrolled in English courses at a private university in Dhaka, two classroom observations, and semi-structured interviews with 12 students, the study identifies consistent patterns: male students being the minority population, female students participated more frequently in teacher-led and classroom discussions, while male students demonstrated greater hesitation in participation and fear of making mistakes. The study recommends inclusive pedagogical strategies, supportive feedback practices, and targeted confidence-building tasks. Future research should examine larger and more diverse institutions to capture broader national trends.