AN OBSERVATIONAL STUDY ON THE ROLE OF GENDER AND ETHNIC DIVERSITY IN EFL PEDAGOGY AND ASSESSMENT PRACTICES

Abstrak:

This observational study investigates the influence of gender, sexuality, and ethnicity on student learning behaviors, participation, and performance in English as a Foreign Language (EFL) classrooms. The findings reveal distinct learning preferences: female students tend to favor collaborative tasks, while male students show a greater affinity for competitive activities. Furthermore, ethnic diversity can lead to group segregation and the marginalization of minority students, affecting classroom dynamics. The study concludes by proposing inclusive pedagogical and assessment strategies tailored to these diverse identities. These strategies, such as integrating both collaborative and competitive tasks and using culturally relevant materials, are essential for fostering an equitable and effective language learning environment.