Arab World English Journal (AWEJ) Volume 13. Number3.  September 2022                               Pp.356-367

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Algerian EFL Students’ Perception of the Impact of Teachers’ Gender:
The Case of Tlemcen University 

Department of English, Faculty of Letters and Languages
Tlemcen University, Algeria
Corresponding author:

Department of English, Faculty of Letters and Languages
Tlemcen University, Algeria


Received: 06/27/2022                     Accepted: 08/26/2022                Published:   09/24/2022

In the last three decades, the study of gender in relation to EFL research has gained greater importance. The gender-based difference has been widely studied showing the role played by the teacher as perceived by university students. A teacher’s gender is undeniably a significant factor in influencing the learning process and thus bears some impact on learners’ achievement. This study explores students’ perception of the impact of teachers’ gender in the EFL classroom at Tlemcen University in Algeria.  This research bears some significance as to the achievements reached by the learners based on how they may be affected by their teachers’ gender, and thus it attempts to question their preferences and their relationship with their teachers. The main question considers the impact of teachers’ gender on Algerian EFL learners’. An open-ended questionnaire was administered to forty first-year students. The findings show that students do not mind studying in mixed-gender classes and being taught by both genders. They seem to have a more positive attitude towards the role of men in the teaching profession than their female colleagues, though female teachers outperform males in interpersonal relationships.
Keywords: Algerian EFL students, gender impact, mixed-gender classes, motivation, Student’s perceptions, teaching

Cite as:  BELHADJ-TAHAR, K., & DENDANE, Z. (2022). Algerian EFL Students’ Perception of the Impact of Teachers’ Gender: The Case of Tlemcen University. Arab World English Journal, 13 (3) 356-367.


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Received: 06/27/2022 
Accepted: 08/26/2022  
Published: 09/24/2022   

Kamila BELHADJ-TAHAR is a teacher assistant at the department of English, University of Tlemcen, Algeria. She is a doctoral candidate in sociolinguistics. Her research interests include gender studies, politeness, and language education.

 Zoubir DENDANE is a Professor in Sociolinguistics and Phonology at the Department of English, Tlemcen University (Algeria). He was Director of the Institute of Foreign Languages at Tlemcen University, and then Head of the Department. He was a member of a national university research project (2012) working on issues related to Arabic diglossia and its impact on formal instruction. ORCID: