Learning Preferences Across Gender

This study investigated whether language learning preferences of Iranian EFL learners differ across gender. To this end, 200 highly proficient language learners (100 male and 100 female) EFL learners took part in the study. A questionnaire was administered to intact classes. The obtained data was subjected to t-test. The results of the t-test analysis contribute to the present body of knowledge advocating a learning-centered approach to materials, syllabus design, and language teaching. It was found that male and female students differ in their language learning preferences. The findings feed into classroom practice and provide guidance for students and teachers as well as materials designers and syllabus planners.