GENDER DIFFERENCES IN READING STRATEGY USE, READING SELF-EFFICACY, AND PERCEPTUAL LEARNING STYLES AMONG EFL LEARNERS

The present study’s primary purpose was the exploration of gender differences in Iranian English as a Foreign Language (EFL) learners’ reading strategy use, reading self-efficacy, and their perceptual learning styles. To fulfill so, 127 sophomore English majors were randomly selected from two universities in Iran. The participants comprising 65 males and 62 females were given three questionnaires including; Reading Strategy Use Questionnaire, Reading Self-efficacy Questionnaire, and Perceptual Learning Style Questionnaire. The collected data were analyzed using both descriptive and inferential statistics. Results demonstrated no significant difference between female and male participants on compensation reading strategy and perceptual learning styles. Gender, however proved as an influential factor concerning the participants’ performance on metacognitive reading strategy and the reading self-efficacy. The findings implied that gender, albeit playing a prominent role in the Iranian EFL learners’ metacognitive reading strategy use and their perceived self-efficacy did not have any significant influence on the performance of Iranian high intermediate EFL learners. As Poole (2005) suggested, factors other than gender influence learners’ performance on compensation reading strategy use and their perceived learning styles.