The ESL Teaching Strategies in Sri Lankan Schools are More Female-Friendly

Abstract

English as a Second Language (ESL) education plays a crucial role in Sri Lanka's national curriculum, aiming to enhance language proficiency among students. However, the effectiveness of ESL teaching strategies in addressing the diverse needs of both male and female learners has become a subject of growing concern. Through the position paper, the gender dynamics of English as a Second Language (ESL) teaching in Sri Lankan schools are thoroughly explored, leading to the main argument that the current methods create a more female-friendly learning environment. Furthermore, the dominance of female teachers in this main field accompanied by more female friendly classroom management strategies leads to mostly highlight the learning preferences of female students. Conversely, male students tend to disengage as a consequence of lack of hands-on, practical and competitive learning opportunities, as well as the absence of male role models in ESL classrooms in Sri Lanka. The authoritative female dominance in ESL field further alienates male students which lowers academic motivation and performance.