Assessing the Classroom Participation of Female Students in EFL Speaking Sessions in the Course of Communicative Skills I at Debark University, Ethiopia

Abstract

This study investigates the participation of female students in EFL speaking sections in the course of Communicative Skills I at Debark University, Ethiopia. Classroom observation, questionnaire and semi-structured were data gathering instruments. Using descriptive survey methods, the study identifies socio-cultural norms, confidence issues, classroom dynamics, and pedagogical practices as key factors contributing to this phenomenon. Recommendations focus on promoting gender-equitable classroom practices, creating supportive learning environments, utilizing diverse teaching methods, and improving teacher training on gender-inclusive strategies. Further research is encouraged to explore the effectiveness of interventions and the intersection of gender with other identities in language learning.