EFL Learners’ Perceptions of Learning Context, Writing Achievement, and Gender

EFL Learners’ Perceptions of Learning Context, Writing Achievement, and Gender

For the past decade, Korean higher education has vigorously adopted English-medium instruction (EMI) and web-based learning as key strategies to foster international competitiveness. This study investigates how EFL learners' perceptions of this emerging learning context interplay with their achievements in English writing by gender. The contextual factors include the blended learning approach, an EMI policy, a native and a nonnative English-speaking instructor. The data consisted of questionnaire responses of 95 college students (64 male students and 31 female students) taking an English writing course, their final scores, and qualitative interviews with six students. The analyses of data revealed that the gender difference in the perceptions of the native English-speaking instructor (NI) and the blended learning was significant with their scores being higher in the female group than the male group. Although the difference in participants’ writing achievements was not significant by gender, achievement correlated with contextual factors in a different manner. In the male group, achievement correlated negatively with students’ perceptions of the offline classes taught by a nonnative English-speaking professor. Female students' achievements correlated significantly with the NI and the EMI policy. Pedagogical implications of the findings are proposed for effective, technology-incorporated EFL curriculum and successful implementation of EMI.