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Analytical/intuitive EFL learners and gender effect

Abstract In response to the developments made in language education through the shift of emphasis from teachers and teaching to learners and learning, increasingly, research has focused on language learners’ styles and other characteristics. This paper investigates the effect of gender on taking intuitive or analytical approaches in learning English as a foreign language. The study included 50 adult EFL learners of both genders who took part in IELTS listening/speaking classes and answered Allinson-Hayes (1996) Cognitive Style Index. The qualitative and quantitative analysis of the data and interpretation of the discriminating items showed that male students preferred to adopt a more analytical approach compared with female students who predominantly adopted more intuitive approaches. This conclusion was supported through the use of the t-test for independent samples.