Main Article Content

Abstract

Gender is defined as all of the social and cultural habits, roles,
conditions, and responsibilities regardless of one's biological gender,
that are necessary for a society. This study aims to explore EFL
students' attitudes toward learning the English Language base on
teachers' gender. When teachers assess pupils with high levels of
problem conduct for special education referral, cross break analysis
finds that male teachers are substantially more likely than female
teachers to decide not to recommend. The impact of teacher gender on
this scenario has been investigated, but the results have been
equivocal. Furthermore, while teacher expectations have influenced
student academic achievements and student gender stereotypes have
molded such expectations, the gender of the teacher has been
overlooked in this context. The descriptive quality method was used in
this research with the students from the National University of
Battambang who currently studying for master's degrees. The
questionnaires were given along with the individual interviews. The
result showed that female teachers were the most selected due to the
attitude of the students when they were studying with female teachers.
Keywords: Behavioral Aspect of Attitude, Cognitive Aspect of Attitude,
Emotional Aspect of Attitude, Teacher gender.

Keywords

Gender, Students’ Attitude, Teachers’ Gender, Cambodian Context

Article Details

How to Cite
Kimleang, M., & Arsyad, S. (2022). EFL Students’ Attitude toward Learning the English language based on Teacher’s Gender: A Case study in Cambodia Context. Journal of English for Specific Purposes in Indonesia (JESPI), 1(1), 18–24. https://doi.org/10.33369/espindonesia.v1i1.23641

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