AUTHOR=Liu Liyuan , Saeed Muhammad Amir , Abdelrasheed Nasser Said Gomaa , Shakibaei Goodarz , Khafaga Ayman Farid 

TITLE=Perspectives of EFL learners and teachers on self-efficacy and academic achievement: The role of gender, culture and learning environment

JOURNAL=Frontiers in Psychology

VOLUME=Volume 13 - 2022

YEAR=2022

URL=https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.996736

DOI=10.3389/fpsyg.2022.996736

ISSN=1664-1078

ABSTRACT=The Omani socio-cultural context, the mono gender educational system in schools and the learning environment at the higher educational institutions affected significantly in learners’ self-efficacy and academic achievement in the mixed-gender EFL classroom. The effects of socio-cultural factors on self-efficacy and academic achievement have not studied in depth especially in eastern countries. So, the current study aimed at investigating the role of gender, learning background, socio-cultural circumstances and the effect of learning environment on EFL learners’ self-efficacy and their academic achievement within the scenario of the prevailing culture and traditions in the Dhofar Region. Mixed research methods (qualitative and quantitative) have been adopted to investigate the perceptions of both teachers and learners to conduct the current study.  The sample of the study consists of 117 EFL learners ranging between 18-22 years of age and 25 EFL teachers ranging between 35-60 years of age. We used separated surveys for students and the teachers and interviewed students and teachers on a random basis. The results demonstrate that both of the genders were comfortable in segregated classes. The results reveal that female learners were active learners and better performers than boys in the school learning environment. The students reported that the social restrictions discouraged them from mixing with the opposite gender in classroom activities and oral discussions. Most teachers believe that, compared to boys, girls performed better and were more engaged and responsive to different learning situations. The study found that there were statistically significant differences between both genders in terms of the effect of socio-cultural environment, self-efficacy and learning environment. Female learners were the ones who were better than male learners in mono-gender schools and evidently, they have higher self-efficacy than male students at the university also. In conclusion, EFL teachers should consider the socio-cultural context, learners’ learning background and the other challenges of learners to bring out positive outcomes in a mixed-gender classroom.