Exploring gender disparities in classroom participation during English Lectures: A case study from University of Kelaniya, Sri Lanka

Abstract

Background: In Sri Lankan tertiary-level education, Information Technology (IT) or Computing and Technology faculties are predominantly male, significantly influencing classroom participation dynamics in English-medium instruction. This study examined gender disparities in participation patterns among first-year Technology undergraduates during English lectures while analyzing the underlying factors contributing to these disparities and suggesting pedagogical strategies to promote an inclusive learning environment. Method: This study employs a mixed-methods approach, utilizing 6 weeks from January to mid-February 202560. Classroom observations and questionnaire data were collected from a purposive sample of 80 first-year undergraduates (52 males and 28 females) from the Faculty of Computing and Technology, University of Kelaniya. The participants were from the intermediate English proficiency level group, as determined by their scores on the English placement test conducted at the beginning of the semester. The quantitative data were processed using SPSS and qualitative data were analyzed thematically. Results: The findings revealed that first-year female undergraduates exhibit lower verbal participation in male-majority classrooms. Specifically, 75% of female students (n=21) reported high language anxiety, 67.8% (n=19) avoided speaking due to fear of grammatical errors or peer judgment and 60.7% (n=17) were pressured to be "perfect" before speaking in English. In contrast, 80.7% of male undergraduates (n=42) expressed a willingness to engage in spoken English despite occasional linguistic inaccuracies, compared to only 35.7% (n=10) of female students. Thematic analysis of classroom observations supported the trends, including female undergraduates speaking less frequently and appearing more reluctant to contribute, often showing signs of language anxiety and self-consciousness, while male students were more assertive and frequently engaged in classroom interactions. Additionally, English lecturers may inadvertently allocate more speaking opportunities to male undergraduates due to their proactive classroom behavior, further reinforcing the participation gap. Seating arrangements and peer group dynamics also influence interaction patterns, with female undergraduates tending to sit in same-gender clusters, further restricting their engagement in class-wide discussions and reducing opportunities for integrated peer interaction. To address gender disparities in English-medium instruction, it is essential to implement pedagogical strategies that foster equitable participation through structured speaking activities, balanced lecturer engagement and informal English interaction. Conclusion: The study highlights the subtle yet impactful ways in which classroom dynamics and emotional and cognitive factors of the students shape verbal participation in English-medium settings. Rather than focusing solely on language proficiency, educators must consider the social and emotional dimensions of classroom interaction.