A Gender-Based Exploration of the Perceived Importance of Learning English Among Paaet Students, Kuwait

Research has established a dominant connection between learners’ beliefs and their attitudes towards learning in general, and ultimately, their academic performance (Barcelos & Kalaja, 2011; Block, 2012). This is why a constant revisit of what learners think about their language learning experiences should be considered as a springboard for reform in academic institutions. The current research utilises responses from a quantitative questionnaire administered to students from three vocational colleges in Kuwait to explore the key aspects concerning the nature of their language learning-related perceptions. Additionally, the study aims to investigate whether there are any gender-related differences in learners' perceptions of learning the English language, focusing on how these beliefs serve to optimise or hinder their learning experiences. Findings yield some interesting inferences regarding the differences between gender groups in their conceptualisation of the learning process, its difficulty, and their ability to approach it successfully. They also highlight the impact of the broader social and cultural context of each gender group, as well as their perceptions of their roles and responsibilities in the learning process. Such inferences provide insight into the importance of considering the learners’ perceptions when preparing and enacting plans for language courses in any institution, as well as considering the unique contextual aspects in which these learners are involved

English language · Language acquisition · Perception · Second language · Vocational education · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Second Language Learning and Teaching