Gender Differences in Beliefs about English Language Policies (ELPs): The Case of Saudi Higher Education English Departments

Suliman Mohammed Nasser Alnasser


Review of literature suggests that issues in English language policies (ELPs) in higher education foreign language department levels have not been addressed, and the relationship between beliefs about general notions of ELPs and gender has been disregarded. The current study investigates gender-related differences in beliefs on five main notions of ELPs among staff members in Saudi Arabian English departments. An online survey was administered to staff members in different Saudi English departments from different regions in Saudi Arabia. Five general statements on ELPs were included in the survey and were responded to by male (n = 67) and female (n = 143) staff members (total = 210). Pearson’s chi-square test of independence and the calculated percentages of responses were used to analyze gender differences. No statistically significant differences were found between male and female participants, with the exception of one statement. Both genders had generally similar beliefs on ELPs. Moreover, the female staff had slightly stronger beliefs than the male staff, and males showed more hesitation than females did when deciding on ELP matters. The study also discusses the implications of the findings and provided recommendations for future research.


Beliefs, Gender Differences, Language Policy, Language Use, Saudi English Departments, Staff Members

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