Gender-Based Differences in Receptive Vocabulary Knowledge: A Study of an English Achievement Test Performance among EFL Saudi Undergraduate Students

Abstract

This study aimed to investigate gender disparities in English receptive vocabulary performance among Saudi undergraduates studying English as a foreign language (EFL), based on an English achievement test. The students who completed the test were undergraduates at a Saudi college, enrolled in several diploma programs, and studied English as a compulsory general subject. These students were at the pre-intermediate level of English proficiency. A total of 881 test papers (419 males and 462 females) were analyzed. An independent t-test was used to analyze gender disparities across four distinct versions, A-D, of the same English achievement test, concentrating just on the vocabulary items. A total of 40 vocabulary questions were analyzed; each version had 10 vocabulary questions. The findings revealed no statistically significant differences between genders in English receptive vocabulary knowledge across 30 questions in all four versions; however, significant variances were identified in 10 questions. Males excelled in three questions from version A, but girls excelled in seven questions from versions B, C, and D. Potential reasons for the contradictory findings may stem from vocabulary content, gender familiarity with vocabulary, test design, and learning strategies.